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Last week, the Education Council issued a new recommendation: . For many children in the Netherlands, Dutch is not the only language they speak. At home, they may also hear Arabic, Polish, Turkish, English or Tigrinya. But in the classroom, only Dutch is often used, which means that children are unable to use some of their knowledge and skills. One way to put this recommendation into practice is through translanguaging. Based on , researchers at Utrecht ľ�ϸ���Ӱ�� recommend seven ways in which teachers can apply translanguaging in the classroom. "Translanguaging gives multilingual children a better grasp of the subject matter and makes them feel more seen."

Translanguaging. It may sound complicated, but the idea is simple. Mirona Moraru, from the Utrecht research project Multi-STEM: ‘Translanguaging means that children are allowed to use all their languages to learn and express themselves. So it's not just about switching between languages, but about combining everything a child has at their linguistic disposal – from English to home languages, from gestures to online tools.’

Why it works in the classroom

The Multi-STEM researchers indicate that translanguaging helps children to better understand what is being taught. It also allows children to better demonstrate what they already know. "In addition, using all languages increases the involvement, motivation and self-confidence of the pupils. If you, as a teacher, show that all languages are welcome, this contributes to inclusion and a positive self-image. Translanguaging makes lessons more accessible, richer and more enjoyable. For both the pupil and the teacher."

Apply immediately

The language and education researchers at Multi-STEM indicate that there are seven forms of translanguaging, seven forms that can be applied in the classroom. In a lesson on “plant growth”, it looks like this:

1. Combining languages

Let pupils brainstorm in their home language and in English. When the teacher asks what a plant needs to grow, let the children use all their languages to come up with an answer. Then discuss it as a class in English.

2. Using gestures and aids

Show a picture of a plant, use gestures (sunbeams, watering) or a bilingual dictionary.

3. Translating

Ask pupils to look up the word “germinate” and other key concepts in their home language.

4. Compare

Create a multilingual word wall together. Discuss how words in different languages are similar or different.

5. Collaborate

Put children who speak the same home language in groups. Let them discuss in their home language and write down the answers in English.

6. Use language mediators

A pupil who is already stronger in English can help a classmate by explaining things. Parents, older brothers or sisters, or a bilingual teaching assistant can also play a role.

7. Design a multilingual classroom

Hang up multilingual posters or flags from various countries. Let children contribute to a classroom with a visible place for their home languages.

Translanguaging is a different way of interacting with your pupils and their languages.

Tip: start small!

Moraru advises teachers to start small: "You don't have to apply all seven forms in one lesson right away. Start with a multilingual word wall, for example, or let children look up key words in their home language. The seven different forms of translanguaging can, of course, be mixed: the teacher chooses which ones best suit the learning objective."

Translanguaging is not an extra task on top of a lesson – it is a different way of interacting with your pupils and their languages. By giving those languages a place, you open doors for their learning process and their well-being.