Translanguaging: An Effective Bridge for Multilingual Learners
For decades, the prevailing consensus about language learning was that “full immersion” was the only way to master a new language. The idea was that we should all be able to “learn language naturally” like a child.
That hasn’t always proven true.
For most language learners, “immersion” quickly becomes what I call “submersion.” Without a language bridge, the learner feels lost, then discouraged, and often disengages altogether.
When our family moved overseas, I tried immersion. I thought I would be able to pick up at least a little language naturally on my own. I eagerly listened to television, radio, and tuned in to people speaking around me.
The result? I learned about four words!
It wasn’t until I began to explicitly learn the words for numbers, then basic vocabulary for different foods, and finally some useful phrases, that I was able to slowly (very slowly at first!) piece together the new language and connect it to English. Finally, I could begin to understand — and be understood.
I needed that language bridge!
So, what exactly is “translanguaging?”
Translanguaging is not simply translation. It’s a pedagogical approach that suggests that language learners benefit significantly when they can use their first language skills to learn, think, and express themselves along their path to language fluency—even while English remains the primary language of instruction.
According to many years of research, using the first language is actually not an obstacle to acquiring a second language — instead, it is one of the most powerful tools learners have to acquire a new language.
Contrary to the misconception that reliance on the home language hinders development, studies consistently show that literacy skills developed in the primary language transfer to the second language (August et al., 2005; August & Shanahan, 2006; Cummins, 2015).
In other words, the concept of “translanguaging”— whereby learners are allowed to use their first language skills to acquire and learn in a second language (such as English) — can actually accelerate proficiency in the second language.
At StoryWorld, we embrace this concept fully. On our platform, multilingual learners can instantly switch languages on any text to support comprehension and access the translation in context. We find that this empowers students to transition more rapidly from their home language to English, learn according to their own pace, and grow language skills in a more engaging and effective way.
Here’s what the research says about translanguaging:
1. Literacy Skills Transfer Across Languages
2. First Language Scaffolds Support Comprehension and Reduce Cognitive Overload
3. Translanguaging Supports Higher Academic Achievement
Because it takes time to master a new language (between 5–7 years for academic mastery), allowing multilingual learners to use all their language resources helps them understand complex content more easily.
Research further suggests that when translanguaging is implemented in classroom instruction, it improves overall academic performance over time, particularly among multilingual learners (Palmer et al., 2020).
4. Students show Increased Engagement and Confidence
When students are allowed to rely on their home language, they feel more validated and competent. This increases their willingness to take risks in learning the second language (Bell & Bogan, 2013; Woodall, 2002).
Studies have shown that students who receive first-language support experience lower anxiety and are more likely to engage in meaningful interactions in the new language.
5. Strengthens Cultural Connections
Allowing students to use their first language in the learning process helps them retain their cultural heritage while acquiring new linguistic skills (García, 2009).
A few practical suggestions for teachers:
- Use bilingual texts and translations – Providing first-language translations at the start enables students to comprehend texts more quickly and reinforce meaning.
- Incorporate audio scaffolds – Platforms that include audio support enable learners to hear both languages, strengthening skills in both.
- Allow use of home-language for writing and speaking tasks – Especially early on, encourage students to brainstorm in their home language before expressing ideas in the target language.
- Highlight cross-linguistic connections – Teach similarities between languages (e.g., shared root words or grammar structures) to deepen understanding.
- Gradually reduce first-language support – As learners gain confidence, lessen their reliance on home-language scaffolds to encourage independence.
So how did things turn out for me? I never gained total fluency — but I was able to teach children English by using their first language as a bridge.
That accomplishment was its own reward.
Cynthia Harrison Barbera
Cynthia Harrison Barbera is President and CEO, StoryWorld International. She served as VP Educational Technology for Scholastic and is the recipient of two US Presidential awards for educational programs. An Emmy-award winner for a television series on education, she has taught English to native-speakers and ELL students in the US and overseas.
My son “translanguaging” with his teacher at school in China.
References:
August et al., 2005; August & Shanahan, 2006; Bell & Bogan, 2013; Cook, 2001; Cummins, 2001; Cummins, 2015; Fillmore, 1991; García, 2009; García & Wei, 2014; Palmer et al., 2020; Riches & Genesee, 2006; Seltzer & García, 2020; Silverman, 2007; Thomas & Collier, 2002; Ulanoff & Pucci, 1999; Woodall, 2002