Meeting the Needs of Emergent Bi/Multilinguals Through Translanguaging

Abstract

Existing literature discusses the importance of meeting EMLs' needs from a translanguaging lens; however, little addresses skills needed to create a translanguaging space. This study explores how secondary teachers created such a space through cognate instruction. Using a mixed method approach, we examined the impact of PD on cognate instruction and effects on educators measuring beliefs, knowledge, and self-reported practices for EMLs across content areas. There were three PDs focused on creating translanguaging spaces through implementing cognates into instruction, enabling EMLs to make full use of their linguistic repertoire and allowing teachers to make content knowledge accessible for EMLs. Findings indicate that the PD left teachers with realistic strategies, which increased most of their confidence in meeting EMLs' needs, positively changed perceptions of EMLs, and led to reflection on teaching practices. There was also a positive impact on student experiences, as teachers reported engagement, participation, and attendance rates increased. Practical implications are discussed.