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How much do you know about the language your students use outside of class?

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Did you know that Mariposa interacts with customers at her dad's deli using Spanish and English?

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Did you know that Alex was schooled in French when he lived in Senegal,

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but also speaks Wolof, Fula, and English with his friends and with his parents?

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Did you know that Alvaro video chats to his bilingual gamer friends

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using words and terms specific to that community?

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Did you know that Nikki creates bilingual animations and computer programs to express themself?

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For decades, educators ignored most of the ways that multilingual students communicate;

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they forced students to speak English or to stay silent.

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The goal was for students to assimilate to dominant language and culture.

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To this day, English-only policies alienate students from schools, lower expectations,

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and cut off emergent bilinguals from powerful ways to learn.

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Today, teachers might not prohibit students from using language from home or community,

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but many still don't know about or make assumptions about students' language practices.

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That sends the subtle message that students should leave those language practices and parts of themselves at the classroom door.

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But there's another way to approach the education of multilingual kids.

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Invite the whole child into the classroom,

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including all of the assets and language resources they bring.

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If you take that approach, you're thinking about how your students translanguage.

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"Translanguaging" is what multilingual people do:

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use all of the language they know to make meaning, communicate, and express.

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And by all language, we mean ALL!

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Oral, written, body language, drawing, gesture,

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and even what people do with technology to communicate.

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Translanguaging looks like the music and lyrics of BTS and Cardi B,

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some of those new TV shows where bilingual people talk the way they actually talk,

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and graffiti artists remixing visual styles, language, and symbols.

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Translanguaging also looks like what people do, as they learn and make meaning.

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For example, using smiles and gestures when you learned to cook

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with a grandmother who uses a different language than you,

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Or international teams of doctors making sense of

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multilingual WhatsApp threads to figure out the effects of COVID.

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Your students translanguage all the time:

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when they turn and talk to figure out what the teacher said;

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when they sing, draw, act out a scene of a book, or they're learning a math concept;

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when they make jokes on the playground; They are all engaging in translanguaging.

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Even when multilingual students are speaking or learning English in the classroom,

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they're still using their full repertoires to make sense of their learning environment.

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Traditional linguists and even some teachers might view these practices as

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breaking the rules of language, but translanguaging promotes another view.

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It asks us to think critically about those rules.

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Who gets to determine what standard language is?

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And how have these standards harmed our students?

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To educate multilingual students well, educators must recognize students' translanguaging and build on it strategically.

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This move repositions emergent bilinguals as capable, rather than as strugglers.

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In a nutshell, from a translanguaging view, the focus of education is NOT on teaching  a specific language,

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but it IS on teaching students,

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students who bring a range of diverse language practices to the classroom.

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Translanguaging helps re-frame CS education by bringing multilingual students'

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participation and voice to the center.