In this video, Vivian Pratts discusses the translanguaging pedagogy. The pedagogy itself is a teaching practice that is culturally responsive, such as dual-language programs, which help students develop simultaneous biliteracy. Furthermore, translanguaging pedagogy helps increase comprehension of texts and concepts learned in the target language and helps extend and support the students' linguistic repertoire.

Translanguaging Pedagogy in the Classroom 

Pratts emphasizes that translanguaging in the classroom is not random, rather strategic, planned, and intentional. It is not code-switching nor is it a free-for-all. Additionally, translanguaging is not a concurrent translation because translanguaging is planned and intentional.

Pratts also speaks on the idea of paired literacy instruction, which capitalizes on students' strengths in both their languages. English literacy instruction is not delayed while students are learning to read and write in Spanish. The educator wants to continue both languages because if you seize Spanish instruction, it is no longer a dual-language program. Instead, the program becomes more of a late-exit or early-exit model where you are transitioning and replacing one language with the other. In a dual-language program, we want to continue building both languages together.

Click the link below to watch the follow-up video on Cross-Language Connections with Vivian Pratts.