1. MARCH 17th, 2018, SATEAL Conference
TRANSLANGUAGING WITH EAL LEARNERS
Kamil Trzebiatowski
EAL Consultant & EAL Coordinator
Directory of KTLangspec Courses
MARCH 17th, 2018, SATEAL Conference
Presented by KAMIL TRZEBIATOWSKI
ktlangspec.co.uk
ktlangspec
valuediversity-teacher.co.uk/
KTLangspec EAL Training, 7 Salisbury St, Flat 4, Hull, HU5 3EU

2. 1 EAL Learners Should Speak Only English at School
EAL Learners Should Maintain Their Full Linguistic Repertoire
Speaking any Farsi will interfere with your British education!
Only English allowed!
Always speak English!

3. The Dual Iceberg Model: Common Underlying Proficiency
Proficiency involving more cognitively demanding tasks (literacy, problem solving, abstract thinking) is shared between languages
Cognitive and linguistic awareness can be applied in L1 and L2
Concepts can be transferred from one language to another
The development of L2 is helped by the continuing development of L1
From:

4. The Prism Model
Only if you cater to all the elements of the Prism, can EAL students catch up with their native-speaking peers

5. ADDITIVE BILINGUALISM SUBTRACTIVE BILINGUALISM+
SUBTRACTIVE BILINGUALISM -
The first language continues to be valued.
The first language continues to be developed.
The second language is added.
The first language diminishes as a result.
1st language:
2nd language:
1+1=2
-1+1=0
Lambert, W. E. (1975). Culture and language as factors in learning and education. In A. Wolfgang (Ed.), Education of immigrant students: Issues and answers (pp. 55–83). Toronto: Ontario Institute for Studies in Education.

6. Garcia, O. and Li Wei (2014) Translanguaging: Language, Bilingualism and Education. London: Palgrave MacMillan Pivot
CODE-SWITCHING
TRANSLANGUAGING
From society’s perspective
2 or more languages: L1 and L2
One is the dominant one, the other one inferior
How the speaker sees/experiences it
The language belongs to the individual & community that has shaped him/her
No language hierarchy = interrelationship W1 P1 S1 W2 P2 S2
W1P2S1S2P2W2P1P2S2
Power to the named language
The bilingual learner’s agency L1 L1 L2 L2
After

7. “ Translanguaging differs from the notion of code-switching in that it refers not simply to a shift or a shuttle between two languages, but to the speakers’ construction and use of original and complex interrelated discursive practices that cannot be easily assigned to one or another traditional definition of language, but that make up the speakers’ complete language repertoire.”
(García & Wei 2014)

8. Counters the “two-solitudes assumption” (Cummins, 2007)
English
Arabic
The Bilingual Brain:
Not just L1 + L2 = bilingual; qualitatively different from the brains of monolinguals (brain plasticity)
(Abutalebi, Cappa & Perani 2001)
Language comprehension:
Early bilinguals: single neural machinery in temporal and frontal lobes (left hemisphere)
Less proficient (emergent) bilinguals: different pattern of activation for each language
Greater language proficiency = increase in the use of a common network in the language area of the brain
Switching between languages:
More activation in the right hemisphere of the brain than monolinguals, particularly in dorso-lateral prefrontal cortex.
Kovelman, Baker and Petitto (2008)
Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. #e Canadian Journal of Applied Linguistics, 10, 221–240.

9. Reactive multilingualism
Post-French revolution
Parisian French seen as the only means of unifying the behaviours of multilingual peasants in the revolutionary France.
Reactionary monolingualism
Current European Union practices
Efforts to bring the unmanageable diversity of European speech practices
Reactionary multilingualism
Hoping to sort out:
Social frictions, socioeconomic divides, cultural misunderstandings, religious commitments
Multilingualism in an orderly way
“Community coherence”
What did you have? VS
Who came?
Is everything translatable?

10. http://www. nysieb. ws. gc. cuny

11. STRATEGIES

12. L1 is PRIOR KNOWLEDGE
ACTIVATE IT!

13. UNDERSTANDING

14. SIMPLES. TRANSLATE YOUR KEYWORDS

15. Translate your keywords for them
Translate your keywords for them before the lesson
Give them as homework to learn at home prior to your lesson
They can access your lesson so much easier aka magic