2. WHAT IS IT?
When both teachers and students have a
purpose in mind, the learning is more
focused, and the teaching more targeted.
Without an end goal, both teaching and
learning can feel aimless, disorganized.
3. A multilingual culminating
product could have students:
Create one product in English and a product in
their home language.
Translate a product from the home language to
English, or vice versa.
Create a product that uses both English and
home language together.
4. Benefits assessments:
Students
Scaffold EBL’s development of academic content,
language, and literacy abilities in English.
Understand the content by utilizing their home
language as a vehicle for learning.
Develop academic language and literacy abilities in
their home languages.
Demonstrate what they know and can do.
5. Teachers
Help teachers more accurately assess EBL’s
knowledge and understanding of both
language and content.
Encouraging them to use their home
language practices in school.
6. TRANSLANGUAGING HOW-TO
1. Plan using Backwards Design.
1. Plana culminating product that requires
students to utilize their multiple languages
authentically.
- Is my culminating product authentic?
Doing work that matters as well as having
opportunities to present work outside of
the
classroom.
7. TRANSLANGUAGING HOW-TO
- Does my culminating product encourage
translanguaging?
- Does my culminating product include non-written forms of
assessment?
·Oral presentations
·Multimedia presentations (PowerPoint, video,…)
·Debates
·Hands-on activities
3. Introduce the culminating product early in the unit and
plan scaffolding that will help students to best create the
product by the end of the unit.
