Strategies and Considerations

Preview-view-review

This is a translanguaging strategy that aids in content learning. The idea is that students preview a new concept in home language through collaboration with language peers, they then ‘view’ the concept, developing their knowledge in English with teacher instruction, lastly they review the concept through collaboration with peers to reinforce and extend their learning (French, 2019). This is an excellent strategy, as it allows students to work in both English and their home language to deepen their understanding of a concept.

The use of this strategy shows students that the work and learning that they do is valuable and respected in all languages; it is just as important as working in English. Using this strategy encourages students to develop English language abilities and learn new content that might not otherwise be accessible to them, or the depth of which could not be explored in English alone. Literacy skills are transferable across languages (Wilkes-Smith, 2017), so encouraging students to use their first languages to learn content in combination with English, allows students to use their full language repertoires whilst strengthening their English (Garcia & Wei, 2014).

Considering this strategy for future use in the classroom, I think it’s important to not only allow students to use their home languages in the classroom, but to encourage and celebrate the learning and languages abilities that are demonstrated through this strategy.

When using this strategy, I think it is important to make sure that the classroom is a safe and supportive environment, so that the students feel supported in their language use rather than separated from their peers with English as their first language.

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Verbal and Non-verbal Communication

Putting in place strategies that facilitate communication, both verbally and non-verbally is an important strategy in creating a linguistically diverse classroom. Teachers should be aware of the needs of their students and adjust the way that they communicate to suit these needs. For example, when communicating with EAL/D students, being aware of context, actions, sound effects, intonations, voice volume, gestures and body language is important to communicate more effectively (Wilks-Smith, 2020). It is important to utilise these strategies in the classroom to bridge the gap of understanding in students. Importantly, these strategies can be put in place throughout every interaction, whether that be whole class learning, group work, conversations and so on.

Encourage Language Use

Encourage students to use their home languages in the classroom whether that be in their learning, work, conversations, discussions or recreationally. This goes a long way in creating an environment where students feel comfortable and valued.

Garcia (2014) promulgates that bilinguals and multilinguals draw from their knowledge in all their languages, therefore encouraging students to use these languages in all aspects of the classroom gives them the opportunities to use their full repertoire of languages abilities. Valuing the importance of the use of all languages demonstrates a value for the breadth of student literacy skills and caters for the students in classes with language backgrounds other than English (Wilks-Smith, 2020).

Vary greetings

In creating a linguistically and culturally diverse classroom, learning greetings in all the students’ different languages is an important translanguaging strategy; it brings students' languages into the classroom in an authentic and inclusive way that celebrates these language backgrounds (Nemeth, n.d). This could be done through greetings, rollcall, classroom routines and instructions. Learning these phrases demonstrates to students that their home languages are important and respected by their teacher and peers.

Moving away from a monolinguistic classroom in this way also provides learning opportunities for all students in the class. Being exposed to many different languages and cultures in the classroom, can be helpful in developing student’s linguistic and cultural awareness in their lives outside of school. This is important in creating a generation that actively celebrates people’s backgrounds and beliefs.

As a consideration for EAL/D students, when saying instructions or classroom routines in English, maintain regular phrases, don’t vary the wording of instructions too much (Victoria Government Department of Education Training, 2014). For example, ‘pack up’ could be said in a number of ways, however, to maintain consistency and avoid confusion, it could be best to use the same phrase all the time. This will help students develop understanding of the routines in class and the cues, whilst developing their English language skills.

Educate Yourself

People from different cultures have their own set of beliefs, social customs and values, these are culturally influenced and affect the way that people communicate (Zhang, 2010). Taking the time to learn the cultural practices and customs of students is important in facilitating culturally appropriate interactions and communication with both students and their families or guardians. Being aware of cultural etiquettes could prevent misunderstandings and miscommunications. For example, in many cultures making eye contact with an elder or someone from a higher social register is considered rude, so, for example, a student with a Japanese cultural background might not make eye contact with the teacher. This is a sign of respect rather than a sign of disinterest. If a teacher is aware of this cultural etiquette, they are able to adjust their own behaviour and communication to suit and, in doing so, create a more comfortable and familiar environment for the student.

Additionally, being aware of cultural practices and customs, enables more effective communication with students and their families or guardians, in which they are made to feel accepted and valued in the classroom. It is important to make sure that this awareness is common practice in the classroom for all students in order to create an inclusive and supportive environment.

Additional Strategies and Consideration

Ask students how to say things in other languages; the students are the experts.

Create a safe, supportive and respectful classroom environment.

Make adaptations to teaching strategies when something is not working.

Teach for all cultures. Continuously work to diversify the curriculum.

Ask questions. Get to know the students.

Recorded readings (audio)

Differentiate assessments

Community inclusion. Build a bridge between school and home life, through use of resources and strategies. Communicate with families and guardians.

Build shared knowledge.