Twentieth International Conference on Diversity in Organizations, Communities & Nations

Abstract

In dual language programs students listen, speak, read, and write in two languages to become biliterate. The use of translanguaging strategies promote the transfer of literacy between the two languages and to develop biliteracy. Using translanguaging as a resource has the potential to transform biliteracy instruction in dual-language bilingual education classrooms. Beeman and Urow (2013) have proposed the concept of the bridge, or “the instructional moment when teachers purposely bring the two languages together, guiding students to transfer the academic context they have learned in one language to the other language, engage in contrastive analysis of the two languages, and strengthen their knowledge of both languages”. This paper reviews current research-based principles and practices that dual-language teachers can use to create an environment where translanguaging practices enable a comprehensive understanding of language and bilingualism. Furthermore, translanguaging can lead to the transformation of student-teacher relationships where students and teachers learn from each other, and all language practices are equally embraced and valued.