[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-642812-105":59,"doc-detail-642812-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","breaking-language-barriers-communication-through-pedagogical-translanguaging","Breaking Language Barriers - Communication through Pedagogical Translanguaging","","International learners in bilingual settings often need to build thinking in English, yet using their own language(s) can block this goal when teaching treats L1 as a substitute for meaning. The material argues that translation may worsen first-language interference, while English-only classrooms restrict understanding. Pedagogical translanguaging uses learners’ integrated language repertoire purposefully to make meaning, support concept building, and enable balanced, time-efficient language use in subject lessons.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/breaking-language-barriers-communication-through-pedagogical-translanguaging/642812/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/breaking-language-barriers-communication-through-pedagogical-translanguaging/642812.png","ImageObject",300,407,{"name":92,"@type":93},"Valentina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-23",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why can using learners’ own language(s) hinder thinking in English?","Question",{"text":112,"@type":113},"The document explains that when students rely on their own language(s), especially for translation, it can stop them from thinking in English and may intensify first-language interference by assuming direct equivalents.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is translanguaging according to the document?",{"text":117,"@type":113},"Translanguaging is presented as the purposeful use of all of a learner’s languages to make meaning. It views plurilingualism as an integrated repertoire rather than two separate systems and is rooted in additive language strengthening.",{"name":119,"@type":110,"acceptedAnswer":120},"How should classrooms balance English and L1 use?",{"text":121,"@type":113},"Using both English and L1 can enhance metacognitive awareness and self-assessment. Small amounts of L1 can make activities more economical and create time for English practice while helping students bridge English and their L1 for productive tasks.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},642812,1792722937,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144},13056703020460,"https://ap-avatar.wpscdn.com/avatar/be000253dac470eee5d?_k=1778207105932848923","Breaking language barriers?  \nCommunication through pedagogical translanguaging  \nAllen Davenport  \n\n| Blue | Orange |\n| --- | --- |\n| Pink | Green |\n\n\n| Learners in international schools or bilingual programmes need to learn to think in English, but using their own language(s) can stop them from doing this. | If students use their own language(s), especially to translate, it can make first-language interference worse because it encourages the mistaken belief that everything has a direct equivalent in English. |\n| --- | --- |\n| Parents want their children to study English to be fully immersed in the language and culture. When they use their first language (L1), they miss chances to use English, so it limits their learning opportunities. | Translation isn’t a useful skill to practise. Learners should spend their time on the subject content and the syllabus |\n\nA picture  \n• Find a friend  \n• With your friend, just say what you see (describe the picture)  \n• Now with your friend, discuss any reactions you have to that picture  \nSmith, K. J. (2012) . Heritage Language playschools for indigenous minorities (2nd edition) . Lee Miing Press Sdn. Bhd. Image from page 3 © Dennis Malone. Image used according to guidelines in the publication.  \nWhy this matters  \n• Multilingual learners think in more than one language.  \n• English-only classrooms limit understanding.  \n• Translanguaging harnesses what students already know to make meaning and build concepts  \nTranslanguaging  \nTranslanguaging  \n• First coined in Welsh bilingual education to describe alternation between languages for communication.  \n• Has existed for as long as multilingualism.  \n• Sees plurilingualism as using one integrated repertoire, not two separate systems.  \n• Rooted in additive lingualism, where languages strengthen each other.  \n• In essence: Purposeful use of all one’s languages to make meaning  \nConcept Check: Current thought (such as in the Common European Framework of Reference) prefers terms like Plurilingualism rather than  \nBilingualism or Multilingualism.  \nWith your partner, can you think of why that may be?  \n\n| Learners need to learn to think in English, but using their own language(s) can stop them from doing this.\u003Cbr>Brain & Language Architecture\u003Cbr>• Languages aren't compartmentalised in separate brain areas\u003Cbr>• Brain processes multiple languages simultaneously to a degree\u003Cbr>Language of Thought\u003Cbr>• Encompasses language, imagery, sensory, and emotional components\u003Cbr>• Initial thinking usually in first language (L1) until advanced proficiency (C1+) is achieved*\u003Cbr>What is the Learning Goal?\u003Cbr>• Not necessary to think in English initially\u003Cbr>• Excluding L1 from subject lessons doesn't hasten fluency development\u003Cbr>|  |\n| --- | --- |\n| Adapted from: Kerr, P. (2019) The use of L1 in English language teaching.\u003Cbr>Part of the Cambridge Papers in ELT series. Cambridge: Cambridge University Press | \u003Cbr>*Turnbull, M. and Dailey-O’Cain, J. (Eds) (2009) . First Language Use in Second and Foreign Language Learning. Bristol: Multilingual Matters |\n\n\n| The use of the own language(s), especially translation, will exacerbate the problems of first-language interference.\u003Cbr>L1 ‘Interference’\u003Cbr>• First language transfer (interlanguage) is common even in English-only classrooms\u003Cbr>• It’s not always negative; teachers tend to notice it only when errors occur\u003Cbr>• Directly comparing the two languages is likely the most efficient way to deal with language transfer issues\u003Cbr>• Word-for-word translation tasks may be one of the most effective ways of encouraging learners to notice the differences between English and their own language.*\u003Cbr>|  |\n| --- | --- |\n| Adapted from: Kerr, P. (2019) The use of L1 in English language teaching.\u003Cbr>Part of the Cambridge Papers in ELT series. Cambridge: Cambridge University Press | \u003Cbr>* Laufer, B. & Girsai, N. (2008) . Form-focused instruction in second language vocabulary learning: a case for contrastive analysis and translation. 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It views plurilingualism as an integrated repertoire rather than two separate systems and is rooted in additive language strengthening.\"},{\"question\":\"How should classrooms balance English and L1 use?\",\"answer\":\"Using both English and L1 can enhance metacognitive awareness and self-assessment. Small amounts of L1 can make activities more economical and create time for English practice while helping students bridge English and their L1 for productive tasks.\"}]","Breaking Language Barriers - Communication through Pedagogical Translanguaging | PDF",66]