While such practices have obvious benefits, the next section will consider
the possible benefits and constraints of translanguaging as bilingual
pedagogy.
What are the Possible Benefi ts of Translanguaging
in the Classroom?
It is claimed that the ability to move confidently and smoothly between
languages for different purposes is advantageous for a number of reasons,
including assisting with individuals’ intellectual development, preparing
them to learn additional languages, and preparing individuals effectively for
bilingual situations where they need to transfer from one language to the
other (Estyn, 2002: 2).
Baker (2006: 297) argues that translanguaging and transliteracy has the
following potential advantages. First, it may promote a deeper and fuller
understanding of the subject matter. It is possible, in a monolingual teach-
ing situation, for pupils to answer questions or write about a subject with-
out fully understanding it. Processing for meaning may not have occurred.
Second, translanguaging may help pupils develop oral communication and
literacy in their weaker language. Translanguaging attempts to develop
academic language skills in both languages leading to fuller bilingualism
and biliteracy. Third, the integration of L1 and L2 pupils, for example fluent
Welsh speakers and Welsh learners of various levels of attainment is helped
by translanguaging. In Williams’ (1994, 1996) original conceptualization,
translanguaging is important, strongly developing a pupil’s minority lan-
guage, whether it be their first or second language. Fourth, the flexible use
Language Arrangements within Bilingual Education 165YEAR 12 TASK- In pairs / three.
- Read migration model (English).
- Understand the theory.
- Discuss ways of explaining the theory in a clear and
succinct way, orally in Welsh, to the rest of the class. - Decide which information is most relevant to present.
- Plan the PowerPoint presentation on paper.
- Create the PowerPoint presentation.
- Present the PowerPoint presentation to the rest of the class.
- Prepare information handouts to each member of the class.
Figure 7.4 Authors’ translation of ‘translanguaging cues’ given to the pupils