English as an Additional Language (EAL) and Translanguaging Summary

Importance of Language and EAL

Click/Tap to read more

Definition of Translanguaging: Translanguaging encourages students to use all their languages for learning, rejecting strict language separation. It recognizes students' diverse linguistic backgrounds as valuable resources for understanding and expression. Educators create inclusive environments where students can access and produce academic content using their entire linguistic repertoire. This approach benefits multilingual learners, validating their linguistic identities and enhancing learning outcomes by leveraging their rich linguistic resources in the educational process.

Definition of EAL: English as an Additional Language (EAL) refers to the teaching and learning of English by students whose first language is not English. These students require support in developing their English language skills to succeed academically and socially in English-medium educational settings.

Teaching and Learning Strategies for Translanguaging

Teaching and Learning Strategies for EAL

** Source: Various website with help from ChatGPT

What Is Translanguaging and What Does it Look Like?

Click/tap image to view the All Access Classroom Website

"Translanguaging occurs when a person utilizes features from more than one language to negotiate meaning or communicate within a single context. Languages blend and combine in a dynamic way. Research shows us that new languages develop in concert with, not compartmentalized from, existing foundational language. The brain needs to be able to fluidly refer to all linguistic assets as it constructs new features of communication." (The All Access Classroom).

Also see: 

Podcast: Supporting Language Learners

Podcast - Language - Virginia_Rojas.m4a
Created by RACHEL FRENCH FRENCHSource: Professional Learning International - 59.30-- Nov 5 2018

Dr. Gini Rojas specializes in English as an Additional Language development and in providing access for English-knowing bilinguals through differentiated instruction and progressive scaffolding for developing academic English.  She conducts professional training on effective programs and strategies for English learners from pre-school through grade 12 for ESL (EAL) and classroom teachers and has worked with over 300 international schools on language education policies, programs, and professional development. Dr. Rojas is a faculty member and author with the American Association for Supervision and Curriculum Development (ASCD). 

To contact Dr Rojas, you can email her at gini.rojas@gmail.com

Fun Games to Get Language Learners Talking

Click/tap image to view  the Edutopia article
When learning a new language, speaking in front of peers can be daunting. These games can help alleviate pressure and lower the stakes for students.

Language Agreements

One way to develop common understandings and agreed language practices in a multilingual school is for students and teachers to draw up language agreements, sometimes known as a “class language policy”. These agreements can be displayed for members of the learning community to see and refer to throughout the year. They might also be shared or developed with parents. The benefits are that misconceptions about language use in learning can be addressed, and discussions can develop around the ways in which language can be a means to support agency among all students and their families.

Language agreements can be developed in collaboration with all subject areas and parents so that the whole learning community is involved.

Download Resources