Translanguaging Pedagogy Portfolio 

Translanguaging, as García (2017) puts it, is “a way of using all the linguistic resources in order to make meaning” (1:17). Translanguaging is how people are able to use ALL of their linguistic repertoire to make meaning of the world around them. In the classroom, students are able to use translanguaging to deepen their understanding of content and language. When students are unable to use their entire linguistic repertoire, “bilingual Latino students are often silenced” (García, Ibarra Johnson, & Seltzer, 2017, p. 8). Because translanguaging is a collaborative skill, students’ ability to practice using language with others around them is incredibly important. 

García, Ibarra Johnson, and Seltzer (2017) also describe translanguaging as a pedagogy, which encompasses three strands: stance, design, and shifts. This translanguaging pedagogy helps educators embrace students' bi- or multilingualism in the classroom. A translanguaging stance refers to the belief that students use their entire linguistic repertoire to make meaning. This stance also addresses learning with a social justice orientation that requires educators to reframe the way they think about and use language in the classroom. Translanguaging design describes how educators purposefully plan instruction to accommodate the translanguaging corriente, or flow of students' language practices. Lastly, translanguaging shifts refer to the in-the-moment changes that teacher make during instruction to meet their students' linguistic needs (García, Ibarra Johnson, & Seltzer, 2017).