Translanguaging is...: Accepting and valuing the students’ responses in the non-target language during target-language instruction in the early years , Recognizing and showing appreciation for students’ language varieties, whether they represent the language variety used in instruction or not, Having a teacher conduct bilingual “think-alouds” to demonstrate the use of one language to access the other, Posting color-coded interactive anchor charts around the classroom showing linkages across language features., Encouraging students to recognize the value of having a bilingual perspective to learn languages better, Having students engage in activities to compare and contrast language features (bridging), Purposefully coordinating instruction so that content is previewed in one language, viewed in the other language, and reviewed in the original language again, Having students, who cannot access the content without use of the non-target language, produce the final product in the target language., Having young learners use non-verbal signals whenever they recognize a cognate., Translanguaging isn't...: Having teachers use the students’ non-target language during target language instruction whenever the student doesn’t understand the content, The teacher mixing the use of the two languages throughout the lesson, The teacher switching to the use of the non-target language as the first strategy to use with students who have been in the DL program for many years, Forbidding students from using the non-target language during target-language instruction, Expecting students to “turn off” one language in order to learn in the other language,

Translanguaging: What it is and what it isn't in DL Programs

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