Designing with Translanguaging in Mind

Creating instruction that incorporates translanguaging involves developing learning environments that recognize and value the full spectrum of languages students use to communicate and understand. Instead of categorizing languages rigidly, translanguaging allows students to draw from all their linguistic resources — words, phrases, expressions, and cultural knowledge — to grasp concepts and articulate ideas. When teachers intentionally integrate translanguaging into their planning, they shift from viewing bilingualism as a challenge to embracing it as a valuable learning resource.

What Is Translanguaging?

Translanguaging is the process by which bilingual and multilingual individuals use their entire linguistic repertoire to think, communicate, and learn. The term originated from Welsh educator Cen Williams (1994) and was further developed by scholar Ofelia García (2009), who described it as a dynamic practice where bilinguals move seamlessly between languages to create meaning. Translanguaging acknowledges that bilingual people do not have two separate language systems; instead, they possess a single interconnected linguistic system that allows them to draw from all their languages in strategic and creative ways. In education, translanguaging challenges traditional models that limit students to using only English in the classroom. It advocates that students’ home languages are not barriers but vital tools for learning (García & Wei, 2014).  Listen to Ofelia García interview on What is Translanguaing.

Example of a Translanguaging Activity in the Classroom

One effective classroom activity that incorporates translanguaging is a bilingual story retelling project. After reading a story in English, students can work in pairs or small groups to retell or summarize the story in their home language, such as Spanish, Jamaican Patois, Haitian Creole, or Arabic, and then share their version with the class in English. Teachers can encourage students to include both languages in their final presentation, using bilingual vocabulary cards, visuals, or captions to support comprehension.

This activity can also be expanded by having students compare expressions or idioms in both languages. For example, a student might explain how a phrase like “once upon a time” is said in Spanish (“érase una vez”) and discuss whether it conveys the same tone or meaning. The goal is not to force translation, but to encourage students to use both languages naturally to deepen understanding and share an aspect of their identity.

This activity embodies translanguaging because it allows students to fluidly use both languages to construct knowledge and communicate understanding. Instead of isolating their home language, students use it as a bridge to interpret text, connect ideas, and express themselves authentically. The process validates students’ identities and linguistic experiences while also strengthening their English skills and boosting self-esteem (Palmer et al., 2014).

When students switch between languages to clarify meaning or make cultural connections, they engage in higher-level thinking. They analyze how words, expressions, and cultural references differ or overlap between languages. The teacher, in turn, acts as a facilitator who supports meaning-making across languages rather than enforcing a single “correct” linguistic code.

Why Translanguaging Theory Is Important

Translanguaging is a crucial concept in bilingual and multilingual education because it shifts how teachers see language learning and teaching. Instead of concentrating on what students lack in English, it highlights what they already possess: a rich set of linguistic skills and cultural knowledge. This method promotes equity and inclusion by affirming the linguistic identities of emerging bilingual students.

Furthermore, translanguaging aligns with Culturally Responsive Teaching (Gay, 2018) and Universal Design for Learning (CAST, 2018). It offers multiple ways for students to engage with content, share understanding, and actively participate in class. When teachers design lessons with translanguaging in mind, they help remove barriers that often silence or marginalize multilingual learners.

Practically, translanguaging results in better comprehension, enhanced critical thinking, and greater classroom participation (García & Kleyn, 2016). Research also indicates that when bilingual students can use their entire linguistic repertoire, their academic performance and grades improve notably (Palmer & Martínez, 2013). This is because they can draw from familiar linguistic and cultural knowledge to connect more deeply with the curriculum.

Additionally, demographic trends in New York emphasize why translanguaging-informed instruction is so important. In the 2024–2025 school year, about 168,061 students in the New York City Department of Education were identified as English or multilingual learners (New York City Department of Education, 2024). Nationally, 10.6% of public school students were English learners as of fall 2021 (National Center for Education Statistics, 2024), and projections suggest that by 2030, as many as 40% of students in U.S. classrooms could be bilingual or multilingual (Teachers College, Columbia University, 2024).

With this growing bilingual population, designing instruction that embraces translanguaging is no longer optional; it’s a must!

Conclusion

Designing instruction with translanguaging in mind means teaching in ways that reflect the real linguistic lives of our students. It is about honoring who they are, where they come from, and the languages that shape their understanding of the world. By allowing students to use their full linguistic repertoire, educators create classrooms that are not only linguistically inclusive but also socially just. In such environments, all students, especially emergent bilinguals, can truly thrive, express themselves fully, and see their voices as powerful tools for learning and connection.