The outcomes related to the neurocognitive advantages of bilingualism of last 20 years of research are widely spread now, side by side with some longitudinal study showing that forms of bilingual education, such as dual language immersion program, bring the advantages for all students’ higher academic achievement. Beyond, these well know and widely spread data, I want to bring your attention to a discussion that is now permeating any second language teaching course (TESOL, World Language, Foreign Language, Heritage Language, or Dual Language immersion programs). The hot topic discussion on any language conference right now is:
You may or may not have heard about the term “Translanguaging,” a (not so) new lenses to second language pedagogy. The name has been used in Europe for over two decades but in the U.S. has gained attention recently with the groundbreaking research of Ofelia García. I have been studying translanguaging for two years now, and I want to share some thought-provoking excerpts that instilled a revolution on the ways that I am thinking about second language acquisition and pedagogy:
I already have offered professional development about how to use emergent bilinguals’ home language literacy skills to develop literacy skills in English. If you or your school want to know more about research-based strategies of how to use language learners’ repertoire to build literacy skills in English or in a second language, let’s talk!