translanguaging with teacher support and is evident when the teacher
attempts to scaffold the translanguaging activity for emergent bilinguals.
Teacher-directed translanguaging is also undertaken with competent bilin-
guals when the teacher provides translanguaging cues for the pupils. Pupil-
directed translanguaging is translanguaging with minimum teacher support
and involves pupils who have gained fairly good mastery of both languages.
The pupils work independently and they choose how to complete the trans-
languaging task, for example, gather information from the internet in English,
discuss the content in English and complete written work in Welsh. Another
option would be to gather information in English, discuss the content in
Welsh and complete written work in English.
Pupil-directed translanguaging
Figure 7.1 is an example of pupil-directed translanguaging amongst pupils
aged 9–11 in a history lesson. A group of six pupils, comprising a mixture of
Welsh L1 and L2, was discussing the eating habits of Stone Age people. The
group consisted of competent bilinguals who worked independently, with-
out much contact with the teacher. They had received information in
English, ‘Diet and Eating Habits in the Stone-Age’ from the internet.
Language Arrangements within Bilingual Education 159Figure 7.1 Pupil-directed translanguaging: Written work in Welsh