and the second being pupil-directed translanguaging (which can be classi-
fied as translanguaging activities undertaken independently by more com-
p etent bi l i ng ua ls). Table 7. 8 attempts to ex tend on mo dels of tra nsla ng uag i ng
previously reported by Lewis (2008) and Jones (2010) and considers trans-
languaging in the context of a continuum of bilingual pedagogy.
There are numerous translanguaging options available, for example,
listening in Welsh and reading in English followed by discussion in Welsh and
writing in English. Teacher-directed translanguaging can be defined as
158 Part 4: Bilingual Education
Table 7.8 Models of translanguaging observed in the classroom
Translanguaging Model Input Medium (receptive
language skills: listening /
reading)
Output Medium
(productive language
skills: speaking / writing)Teacher-directed:
i. Translanguaging
with teacher support
(translanguaging cues and
scaffolding) for emergent
bilinguals
ii. Translanguaging
with teacher support
(translanguaging cues) for
competent bilinguals
EnglishWelshEnglishWelshWelshEnglishWelshEnglishPupil-directed:
i. Translanguaging with
minimum teacher direction
undertaken by competent
bilinguals – pupils choose
how the receptive and
productive language skills
are systematically varied
English
or
English and Welsh
e.g listening in English
and reading inWelshWelsh
or
Welsh and English
for example listening in
Welsh and reading in
EnglishWelshEnglish and Welsh
for example discussion
in English and writing
in Welsh
EnglishWelsh and English for
example discussion in
Welsh and writing in
EnglishNotes:
- Translanguaging cues: the teacher provides cues to indicate the language medium to complete
the translanguaging activity. - Pupil-directed translanguaging: pupils chose how receptive (listening and reading) and produc-
tive (speaking and writing) language skills are systematically varied.