Implementing Translanguaging Pedagogies to Promote Academic Success of English Learners in an Eighth Grade English Language Arts Classroom

Many mainstream educators in the United States are under the impression that immersing students in English is the best practice in helping students excel academically. Monoglossic ideologies, which only place prominence on one language in the classroom, can send English Learners (ELs) the message that their cultural and linguistic funds of knowledge are not accepted or valued in the school community. As educators, it must be our mission to create a safe space where learners feel tolerated and eager to share about their unique backgrounds and experiences. Translanguaging practices compete with the common misconception that only the target language should be tolerated in the classroom. Translanguaging is a complex, multi-directional meaning-making process where the borders between languages blend together, challenging Western, monoglossic perspectives (García & Sylvan, 2011). This capstone paper and project address the research question: What are effective translanguaging pedagogies that middle school ELA teachers can implement in the mainstream classroom to support the linguistic and academic growth of ELs? Included with the project are the literature review of research, translanguaging strategies for teachers to adapt to their classroom environments, and further recommendations and resources regarding best practices in encouraging and celebrating multilingualism in the classroom. While the curricular materials supplement an eighth grade ELA unit, the translanguaging pedagogies outlined in the project are highly adaptable to various grade levels and subject disciplines