Translanguaging or Code Switching

Translanguaging or Code Switching, this is the position that English Language Learners are in every day. There are many variances in acquisition and developmental patterns in learning a Second Language. Instructional programs for English Language Learners should include cognitive skills, academic content, rate of acquisition, and critical language awareness. Teachers must be aware that simply because English Language Learners are able to speak some words in class, it is not a determining factor if they have acquired sufficient academic language skills. In fact, these students may still need assistance in breaking down different texts or run the risk of falling behind. The article “The Benefits of Code Switching with a Bilingual Education Program” highlights the effectiveness and non-effectiveness of code switching that takes place in immersion classrooms and bilingual classrooms. Teachers in immersion and bilingual classrooms should also allow English Language Learners engage in translanguaging in order to ascertain student success.    

Classroom teachers must first learn and understand the difference between code switching and translanguaging to adequately meet every student needs. Code switching is associated with fluidly switching between a language and another without hesitation; for example Sapnish and English. English Language Learners are essentially alternating between Spanish and English within a single discourse. Students are exhibiting this behavior at school, social settings, with friends, and even at home. The process of code switching allows English Language Learners to communicate more effectively and is one of the most frequently used forms of communication for these students. Translanguaging takes it a step ahead and allows Enlgish Lanuage Learners to use their full language repertoire. The process of language acquisition starts with the silent period, survival English, next to conversational English, and leading up mastering English; Translanguaging allows students to go through this process while using their native language. As per Krashen, language acquisition does not require extensive use of grammatical rules and does not require extensive use of tedious drills. In Translanguaging there is flexibility that allows for teachable moments, increase in basic conversational skills, child driven instruction, student fulfillment, and achievable student goal setting. Translanguaging can be used in all aspects of the classroom life and allows bilingual students to draw on their linguistic resources. Teachers must be aware that English Language Learners that are speaking in the classroom are not admitting that they need assistance and are struggling with academic language. Students do not like to feel like they are failing and will not admit deficits. Teachers must then develop relationships and provide students with an array of materials to reinforce new vocabulary and promote tranlslaguaging corriente. Students that are bilingual must be looked upon positively and encourage their bilingualism. In addition, students should not just be looking at new vocabulary words, reading and writing activities, in just English but tap into their full language resources and not feel obligated to filter certain features. Students should be able to make personal connections with the vocabulary and feel comfortable to use it in dialogue.

 It is very important for English Language Learners to use and develop their literacy skills. It is of equal importance the development of both their native language and second language proficiency. Students want to learn the new language and vocabulary. They are eager to be able to use the language socially and with their friends at school. Teachers must provide students with appropriate materials according to reading levels and continuously assist even if it seems that the student has acquired the language. There should always be flexibility that allow students to use their full language repertoire. The article “The Benefits of Code Switching with a Bilingual Education Program” concludes that code witching is in fact effective. Teachers should not stop at code switching but require for Translanguaging to take place in the learning process as well.  Translaguaging allows for bilinguals to make connections and share out their learning in both languages. Students become more aware of the world around them making real life connections. Creativity and self-expression are the fundamentals for English Language Learners in becoming a well rounded student that will ultimately have the skills necessary to advance in literacy development and be able to feel confident communicating with peers. Students develop life skills through Translanguaging, such as, communication skills, problem solving skills, social and emotional skills. English Language Learners need the flexibility of using both languages.

References.  

The Every Student Succeeds Act: An ESSA Overview. (March 31, 2016) Education Weekly. Retrieved April 28, 2023 from https://www.edweek.org/ew/issues/every-student-succeeds-act/index.html

For Thousands of Dreamers, It has Been a Wild Ride. And It’s Not Over Yet. (April 25, 2018) Miriam Jordan and Sona Patel. Retrieved April 28, 2023 from https://www.nytimes.com/2018/04/25/us/daca-dreamers-court-ruling.html

 Mind Your BICS and CALP: ELLs and Academic Language. (October 11, 2016) Lexia Learning. Retrieved April 28, 2023 from https://www.lexialearning.com/blog/mind-your-bics-and-calp-ells-and-academic-language

 

Effectiveness of Bilingual Education in Preschool

“Three meta-analytic studies have shown that bilingual education is an effective method for teaching students who are English language learners.” (Ryan 2007) In this article, “Two tests of the Effectiveness of Bilingual Education in Preschool”, provides an insight of bilingual education starting at preschool level. The research compares a cohort of students who had received bilingual education in preschool but English only in kindergarten with a cohort of students who received English only in both preschool and kindergarten. “Mounting evidence continues to demonstrate the effectiveness of bilingual education in improving academic performance of English language learners.” (Ryan 2007) This study builds on a prior study, and uses two additional data sources to evaluate the association between preschool bilingual education and literacy outcomes. It specifies three meta-analytic studies to support the effectiveness of bilingual education.

The first meta-analytical analyses found an overall small to moderate statistically significant positive effect for bilingual educational programs. The second meta-analytical analyses also found that bilingual education programs had a small to moderate positive effect. The third analyses and more recently demonstrated that bilingual education is consistently superior. These three studies provide factual evidence of the effectiveness of bilingual education starting from kindergarten. This study takes it a step ahead and analyzes the effects on preschool students. Research has shown that Spanish speakers attending a bilingual preschool showed greater language improvement than Spanish speaking students who did not attend preschool.  “In the United States, bilingual education has been determined partly be federal government, partly by state government, partly by litigation, partly by local initiatives, and partly by individuals. There has been neither total centralization nor full devolution to states in bilingual education. Whiles states engage in much planning and policy-making, the federal government has exerted powerful influence through funding, legislation, and law. Bilingual education in the United States has moved through constant changes in the perspectives of politicians, administrators and educationalists that indicate underlying shifts in ideology, preference, and practice.” (Baker and Wright p. 173) What are the states expectations to the acceptance of language diversity, will English always be looked upon as the majority language, and will the minority languages continue to have less value. During the 19^th century there were several studies that concluded that bilinguals were mentally confused, at a disadvantage when thinking, and other series of weaknesses. The early research depicting that being bilingual caused detrimental affects was then challenged by individual studies and cumulatively across studies. Bilingual education has a vast history spanning over five thousand years. In the United States, Bilingual Education has been changing history and has impacted legislation, litigation, and state and federal initiatives. While there has been much negativity placed on bilingual education there is room to of more positive and accepting times ahead.

This research concluded with two separate sets of analyses. “This study found evidence supporting the effectiveness of bilingual education in a low-income preschool setting, but only at marginally significant levels of inference.” (Ryan 2007) The results of the study favored the students receiving bilingual education. The effectiveness of bilingual education goes beyond language instruction and language outcomes. Some important factors to consider are the intake of students and language balance, shared vision and goals among staff, staffing, teacher professional development, leadership, curriculum, ethos and environment, expectation, individualization, and parents. There should always be high expectations and positive environment in bilingual education. High expectations among teachers, administration, and students is important for the school environment especially if there is at risk students. Everything needs to be taken into account before creating a strong and effective bilingual program.

 

Work Cited.

Baker, C. & Wright, W.E., (2017). Foundations of bilingual education and bilingualism, 6^th

Edition, p. 173. UK: Short Run Press Ltd         

Ryan, A. (2007). Two tests of the effectiveness of bilingual education in preschool. Journal of Research in Childhood Education, 21(4), 352-352.