Language Equity for English Language Learners

The bilingual mind is not made of two separate monolinguals. Instead, it is a holistic system that employs diverse linguistic resources, as needed for different communicative purposes with different audiences." (Baker and Wright, 2017) The study of translanguaging considers the cultural and social factors that support the creative and flexible ways in which bilinguals communicate and construct meaning, using all their linguistic resources. Translanguaging as pedagogy emphasizes this holistic view of bilinguals’ language repertoire and the power of this linguistic system to make sense of academic content. This strategic, asset-based language pedagogy has enormous implications for instruction. A language equity-based classroom can accelerate ELLs acquisition of English, promote further growth and enrichment of their home languages, and a deeper understanding of content and concepts.