Translanguaging in Language Education

Using language as a unitary meaning-making system

Learning a new language

Using multiple languages separately

Translating between languages

A mix of random languages

Only their dominant language

Only the language being taught

Their entire language repertoire

Languages are fluid and dynamic

Languages do not exist

Languages are standardized conventions belonging to nation-states

Languages are personal and unique

It helps in learning new languages

It reflects their unitary meaning-making system

It aligns with societal norms

It simplifies language teaching

It maintains language hierarchies

It focuses on named languages

It removes language hierarchies and empowers the speaker

It is only used in Europe

Allowing students to use their full linguistic repertoire

Focusing on monolingual practices

Teaching only in the dominant language

Using a strict language hierarchy

It simplifies language learning

It ensures fair assessment of bilingual children

It promotes monolingualism

It reduces the need for language teachers

Separate identities for each language

A unitary bilingual voice

Learning languages in isolation

Focusing on dominant languages

To teach multiple languages separately

To create a hierarchical language system

To transform the sense of identity in bilingual students

To focus on monolingual practices

By promoting monolingualism

By maintaining language hierarchies

By focusing on named languages

By empowering the speaker and removing hierarchies