Abstract:

Garcia introduces the concept of translanguaging as "multiple discourse practices in which bilinguals engage in order to make sense of their worlds". Translanguaging puts back the emphasis on what people do with language to produce and interpret their social world (Wright, 2015). Bilingual and multilingual classrooms are social spaces and translanguaging practices are salient features in the communication process(Musanti &Cavazos, 2018).

Effective programs for English Language Learners (ELLs) have a "language-as-resource" orientation by using the home language of the ELLs as a resource for teaching and learning. The highest-quality of programs help students to become bilingual and biliterate in English and their home language (Wright, 2015). In dual language programs students listen, speak, read and write in two languages to become biliterate. The use of translanguaging strategies promote the transfer of literacy between the two languages and to develop biliteracy. Using translanguaging as a resource has the potential to transform biliteracy instruction in dual-language bilingual education classrooms.

Teachers in dual language classes who view their students positively as bilinguals employ translanguaging strategies to affirm their students' cultures, identities and bilingualism. In traditional dual language classes where the two languages are kept separate, students are not given good model of bilingualism. They do not affirm their students' emerging bilingualism, an important component of their identity. In contrast, in classes where teachers use translanguaging strategies, they affirm their students' bilingualism (Freeman, Freeman & Mercuri (2018).

Beeman and Urow (2013) have proposed the concept of the Bridge, or " the instructional moment when teachers purposely bring the two languages together, guiding students to transfer the academic context they have learned in one language to the other language, engage in contrastive analysis of the two languages, and strengthen their knowledge of both languages".

This paper intends to review the most current research-based principles and practices that dual-language teachers can use to create an environment where translanguaging practices can be applied for a comprehensive understanding of language and bilingualism, Furthermore, the author will conduct classroom observations in dual-language classrooms for evidence of best practices promoting biliteracy in one of the most recognized dual-language schools in the City of Chicago.

Keywords:

Translanguaging, biliteracy, bilingualism, dual language instruction.