Summary
This article explores how using multiple languages in classrooms can help address learning inequalities, especially in math classrooms. The author discusses the advantages and disadvantages of allowing translanguaging in classrooms. However, just allowing different languages does not solve the problem, as schools prioritize one main language, which excludes certain students. This study is based on the ideas of the philosopher Mikhail Bakhtin, who believed that language is not just about following the rules but it the interaction and conversation between different voices. The authors use the idea of dialogicality to explore whether using multiple languages in classrooms makes inclusive learning.
The researchers look at how monolingual education systems in Europe impact multilingual students. They explore two main questions:
- How does onto/epistemic violence appear in multilingual classrooms?
- Can translanguaging help create a more open and inclusive way of learning
The study explores 3 acts in which onto/epistemic violence persists in classrooms where students must adhere to a single language and a rigid approach to learning math. Because of this monolinguistic approach , students can not relate the math problems to their daily life and they struggle in the classroom.But , teachers think it as their refusal to participate in math activities in the classrooms.
In Act 3, a mathematics teacher plans a lesson in a classroom where there are 8 language-speaking students. They got the opportunity to solve the math problem in their language which made them confident and the classroom activity became joyful.These kinds of small moments of resistance, when students use their home languages or challenge strict language norms, can create "cracks" in the system. These moments encourage dialogicality, fostering a more interactive and inclusive learning environment that values diverse voices and perspectives.
In conclusion, the authors argue that while translanguaging can support multilingual students, it is not enough to dismantle the dominance of monolingual and rigid educational structures. The risk of onto/epistemic violence will always exist, but minor acts of dialogicality where different languages and learning styles are embraced can pave the way for a more equitable education system.
Stop 1
We want to continue, but it (translanguaging) takes time. It takes a long time. They did only three, four tasks or something in the lesson that lasts an hour. They should do at least 20 tasks. So, they lost some time here. I will replace it."(p.121)
As a teacher, I often feel the pressure to cover all the required lessons while also supporting my students. This teacher’s experience shows a common struggle—translanguaging helps students, especially those learning a new language, but it takes extra time. I’ve seen how letting students use their home languages boosts their confidence and understanding, yet there’s always the worry of falling behind in the curriculum.
This makes me wonder: How can we support multilingual students without feeling rushed?
Like this teacher, I’ve faced the challenge of balancing inclusivity with school expectations. To truly help all students, we need more time, training, and flexibility in the curriculum so that using different languages is seen as a strength, not a setback.
Stop 2
"We can only speak our language during breaks. But even then, teachers think we shout or swear to each other. And they get angry at us. They tell us to stop speaking tsigganika at school.(p.117)
As we previously discussed in other blogs, having a common language is important for students’ future opportunities, but that doesn’t mean we should neglect their home languages. This quote reminds me of situations in my own classroom where students felt hesitant to speak their native language, fearing it wasn’t accepted. I’ve seen how this can lower their confidence and participation in learning.
This makes me reflect on my teaching—how can I balance the need for a common language while still valuing students' linguistic identities? Simply allowing multilingualism is not enough; we need to actively create a classroom culture where all languages are respected. Encouraging students to use their home languages alongside the common language can help them feel valued while preparing them for the future.
Thank you for sharing such a thoughtful reflection, Renu! The tension between giving students the time and support they need (not just in terms of using their home languages, but really any kind of support) and the pressure to cover a set number of tasks is such a common struggle for teachers. It often feels almost impossible to balance both. When it comes to language use, I think this is something that multilingual students, unfortunately, have to navigate as part of their learning journey. Like you mentioned, I reflected on a similar point in my blog. When students are learning in a language that isn’t their first, like English, they definitely need extra support. But at the same time, they eventually have to learn how to do math in that language if they plan to study, work, and live in an environment where that language is dominant. I sometimes wonder if encouraging them to use their home languages in class might delay that process, even if it helps them feel more comfortable (or respected) in the short term. But of course, as you said, that doesn’t mean we should neglect their home languages.
ReplyDeleteI really loved the question you raised: “How can I balance the need for a common language while still valuing students’ linguistic identities?” Language, culture, and our identities are deeply and directly connected, so respecting students' linguistic backgrounds is an important way to help them feel valued and recognized. Like you said, it goes beyond just allowing them to use their home languages. We should strive to foster a classroom culture where students' unique identities and experiences are seen and appreciated. How can we support students both academically and emotionally as they navigate these challenges? I don’t have a clear answer yet either, but I hope that with more experience, I’ll be able to find strategies that honor both the need for inclusivity and the practical demands of the curriculum.
Hi Renu,
ReplyDeleteThank you for the summary of the article. I resonated with the challenges faced by students that you highlighted in Stop 1 and Stop 2.
Your first stop reminded me of the heavy course load we had in India that must be completed within a strict deadline, especially since students are required to take exams at the end of the course. As educators, the time constraints we face sometimes make it difficult to integrate approaches like translanguaging or activity-based learning.
Your second stop brought back memories of my own school days, which I have mentioned in many of my blog posts. In my school, speaking English was mandatory—we were not allowed to use any other language. At the time, I never truly realized the significance of language. However, after witnessing the linguistic challenges that students face and reading about how language influences academic success, I now understand its importance. This also raises a question: If students are allowed to use their home language, to what extent should it be permitted? After all, English remains the dominant language of global communication.
Great questions about the practical constraints we must deal with as teachers. My hope is that greater understanding of the experiences of multilingual learners with bring awareness and approaches that, through small shifts in practice, show respect for the students' experiences and cultures as they learn.
ReplyDeleteYou raise a very important concern about fairness in multilingual classrooms. While allowing students to use their first language can enhance their confidence and understanding, it can also create unintended isolation for those—including teachers and classmates—who do not understand the language being spoken. If a large group of students consistently speaks a language that others don’t understand, it can lead to division rather than inclusivity.
ReplyDeleteA truly dialogic approach should ensure that all students and the teacher remain part of the learning process. Perhaps a balance is needed—encouraging first-language use as a learning tool while also finding ways to bridge communication gaps through shared discussions, multilingual resources, or structured translanguaging strategies. The goal should be to foster inclusion rather than creating linguistic silos within the classroom. What strategies could help ensure that first-language use supports, rather than hinders, classroom cohesion?