Dr Mario Moya

A common feature of the UEL landscape is the varied linguistic and cultural diversity of our students and staff, most of whom can speak fluently in two or more languages. The growing number of international students whose first language is different from English poses both a challenge and an opportunity for creativity and innovation to empower them to succeed in their studies. The presentation looks at the experience of using “translanguaging” in a Master’s module where students are allowed to use their native language for discussion and group work in seminars. While translanguaging has a long tradition in educational settings, experiences in higher education in English-speaking contexts are rare. Evidence suggests that when students activate their higher-order thinking skills through their first language, the articulation of ideas in spoken and written English tends to improve considerably as well as engagement and achievement. In a multilingual and multicultural University, it is crucial to question issues of language and identity as potential barriers preventing inclusion and attainment, calling for disruptive thinking to move away from a linguistic normativity to the acceptance of multilingual students as an asset. The presentation includes some practical techniques for using translanguaging in seminars while developing tutors’ awareness of the linguistic capital that multilingual learners bring with them to their modules.