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The school where I did my student teaching last semester is a college preparatory high school in Detroit called Renaissance High School. It did not have a program for bilingual students or an ESL program. During my pre-student teaching at the bilingual school Academy of the Americas, most students’ home languages included Spanish and English. The school is located in southwest Detroit. Students’ language and literacy levels in Spanish and English vary, similar to Stephanie’s students in her high school social studies class as discussed in chapter 1 of The Translanguaging Classroom.

The Academy of the Americas provides students with rich opportunities to apply and learn in both Spanish and English across content areas. My areas of study are Spanish taught as a world language and English as a Second Language. I am not currently working in a classroom, so I will use my experience from teaching Spanish 2 at the high school where I did my student teaching. In our online teaching environment, students did have opportunities to use English (students’ dominant language) to help with learning Spanish. The students in our Spanish 2 classes were black, and I noticed students use Black Vernacular English in class and also when writing me personally with questions.

As I think of translanguaging in this context, it would be neat to facilitate an activity in which students compare and contrast language varieties in Spanish with those of English. In this way, students could notice similarities and differences between Black Vernacular English with another English variety and consider how these language structures and styles share similarities and/or differences with Spanish varieties. This type of activity would serve to break language hierarchies in Spanish and English, invite students’ identities into their learning, and promote higher order thinking and reflection.

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Translanguaging is an innovative approach in education that recognizes the fluidity of language use among multilingual individuals. It emphasizes the interplay between languages in bilingual contexts, suggesting that language learning is enhanced when students are encouraged to use all their linguistic resources for communication and comprehension. My experiences at Renaissance High School and the Academy of the Americas underline the significance of this approach, especially in a diverse linguistic landscape like Detroit.

Renaissance High School, as a college preparatory institution, places a substantial emphasis on academic achievement, but it lacks specific programs for bilingual or ESL students. This absence is significant, given the sociolinguistic dynamics of the region. In contrast, the Academy of the Americas embraces a bilingual framework, allowing students to engage with content in both English and Spanish. This approach has proven beneficial as it not only aids in literacy development but also nurtures students’ cultural identities and linguistic proficiencies.

The bilingual context at the Academy creates an environment where language mixing is not merely tolerated but encouraged. Students can comfortably move between Spanish and English which facilitates deeper understanding. For instance, my lessons in Spanish 2 focused on leveraging students' dominant language, English, to scaffold their learning of Spanish. This instructional choice aligned with the principles of translanguaging, as students utilized their bilingual capacities to better grasp complex concepts.

One intriguing development observed in my classes was the use of Black Vernacular English (BVE) among my students. Recognizing the use of BVE in both spoken and written forms highlighted the need for educators to validate all language forms within the classroom. Incorporating BVE into lessons can serve dual purposes: it affirms students' cultural identities and enriches their bilingual experience. Moreover, by comparing linguistic structures from BVE and standard English alongside Spanish variations, students can analyze language from a critical perspective.

To implement an activity that promotes this kind of analysis, I propose a project where students engage in a comparative linguistic study. They could explore specific phrases or grammatical structures in BVE, standard English, and Spanish, examining how meaning and style shift across these languages. This activity not only supports language awareness but also fosters critical thinking as students reflect on the sociocultural implications of their linguistic choices.

In the current educational climate, where inclusivity and representation are crucial, this kind of activity serves to dismantle language hierarchies. Often, certain language varieties are privileged over others, creating a divide that can undermine students' confidence and sense of belonging. By embracing translanguaging practices, educators can create a richer linguistic environment that reflects the diversity of their students’ backgrounds.

Furthermore, the engagement with different language varieties can enhance students’ metalinguistic awareness. By analyzing and reflecting on the various forms of language they encounter, students can develop a better understanding of language as a whole. They learn that language is not merely a tool for communication but a complex system influenced by social, cultural, and historical factors.

Translanguaging practices can also promote higher-order thinking. As students engage in analyzing and synthesizing information across languages, they develop critical literacy skills. They learn to appreciate not only the content but also the language used to convey that content. This is particularly crucial in a globalized world where communication often happens across linguistic borders.

In summary, my experiences at both Renaissance High School and the Academy of the Americas illustrate the importance of implementing translanguaging strategies in bilingual education. By acknowledging and valuing the linguistic diversity within the classroom, educators can create more equitable learning environments. Engaging students in activities that compare and contrast their language varieties not only enhances their language skills but also affirms their identities, ultimately enriching their educational experience.

References

• García, O., & Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan.
• García, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Wiley-Blackwell.
• Canagarajah, A. S. (2011). Translanguaging in the Classroom: Emerging Issues for Research and Pedagogy. In J. Cummins & C. Davison (Eds.), International Handbook of English Language Teaching (pp. 1-15). Springer.
• Wright, W. E. (2010). Foundations for Teaching English Language Learners: Research, Theory, Policy, and Practice. Pearson.
• Heller, M. (2007). Bilingualism: A Social Approach. Palgrave Macmillan.
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