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 07375473608 ktlangspec.co.uk ktlangspec kamil@ktlangspec.co.uk valuediversity-teacher.co.uk/ KTLangspec EAL Training, 7 Salisbury St, Flat 4, Hull, HU5 3EU

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!

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: http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/iceberg.html

The Prism Model Only if you cater to all the elements of the Prism, can EAL students catch up with their native-speaking peers http://www.thomasandcollier.com/assets/2004-winter_njrp_astounding-effectiveness-of-dl.pdf

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.

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 http://slideplayer.com/slide/10190686/

“ 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)

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.

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?

http://www. nysieb. ws. gc. cuny http://www.nysieb.ws.gc.cuny.edu/files/2012/06/FINAL-Translanguaging-Guide-With-Cover-1.pdf

STRATEGIES

L1 is PRIOR KNOWLEDGE ACTIVATE IT!

UNDERSTANDING

SIMPLES. TRANSLATE YOUR KEYWORDS https://docs.google.com/spreadsheets/d/1PyxBv_vbx87cYk2rJMxqd2rsq7s5FkzEBRBt6hBMr2A/edit?usp=sharing

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