The information was discussed in Welsh and the discussion was based
on the interpretation of the relevant information for the completion of
the task in question. The findings were recorded in Welsh, using Welsh
terminology for different organs, for example, liver, kidneys, brain, with-
out the help of a dictionary. The finished presentation to the entire class
was in Welsh.
- Byddant byth yn gwastraffu anifeiliaid. / They would never waste animals.
- Byddant yn llosgi esgyrn drwg. / They would burn bad bones.
- Roeddynt yn bwyta braster o tu fewn esgyrn. (mâr) / They ate fat from within
bones. (marrow) - Roeddyn nhw yn gweld planhigion fel rydym ni yn gweld llysiau./ They saw
plants as we see vegetables. - Roeddynt yn bwyta organau fel Iau, arenau ac yr ymennydd. / They ate organs
such as liver, kidneys and the brain. - Mi fysynt yn ei goginio/berwi o dan tân. / They would cook it / boil it under
a fire.
(Examples include original spellings in Welsh.)
Baker (2010) explains that pupils themselves considerably affect and
determine flexible language arrangements in a classroom, needing to com-
municate their conceptual understanding or misunderstanding in an immedi-
ate and efficient manner. Furthermore, García (2009a: 304) maintains that
‘... children translanguage constantly to co-construct meaning, to include
others, and to mediate understandings. And it is perhaps this translanguag-
ing, more than any other language arrangement, that is responsible for chil-
dren’s bilingual acquisition’. Thus ‘... translanguaging in the classroom
enables language acquisition without having to wait for the teacher to
assume her role’ (2009a: 305).
Teacher-directed translanguaging
One dimension of teacher-directed translanguaging for emergent bilin-
guals can be identified as scaffolding translanguaging. Translanguaging
may be less obvious as a strategy when the language level of the pupil may
be insufficient to assimilate content and engage in the process of learning.
In such circumstances pupils need language support if they are to partici-
pate in translanguaging tasks in the class room. The teacher needs to sup-
port the pupils by scaffolding the translanguaging activity. As Walqui
(2006: 163) explained, the concept of scaffolding has its origins in the work
of Bruner (1983) and is defined as follows: ‘a process of “setting up” the
situation to make the child’s entry easy and successful and then gradually
pulling back and handling the role to the child as he becomes skilled enough
160 Part 4: Bilingual Education