Hello and welcome to the Higher School of Economics, Moscow, Russia. This week, we'll be investigating the role of a teacher in multilingual and multicultural education. More specifically, we'll be looking at the translanguaging practices when it comes to teaching in multilingual and multicultural settings. Finally, I'll discuss some teacher education programs in Europe, North and South America. In this video, I'll be focusing on practices of translanguaging when it comes to multilingual and multicultural education, and explain why teachers resort to these practices. So, the term translanguaging was coined in Welsh by Williams to refer to practices of deliberately changing the language of input and the language of output. And translanguaging in education refers to using one language to reinforce the other in order to increase understanding and augment the pupils activity in both languages. As Baker explains, to read and discuss a topic in one language and then write about it in another language, means that the subject matter has to be first processed and digested. In short, translanguaging can be seen as an important tool in multilingual and multicultural education precisely because it can promote deeper understanding of the content. It can also develop the weaker language of the minority group children, and it can promote the integration of emerging bilinguals with those who have fuller use of bilingualism in a classroom setting. Garcia broadens the definition of translanguaging in education arguing that it's an approach to bilingualism that is centered not on languages but on practices of bilingual speakers. She further explains that translanguagings are multiple discursive practices in which bilinguals engage in order to make sense of their bilingual worlds. But what about teaching in multilingual and multicultural classrooms? Given that translanguaging is used in educational context, much attention has been paid to its development as a pedagogy. For example Wiliams distinguishes between natural translanguaging and official translanguaging. Natural translanguaging refers to acts by students to learn and teachers' use of translanguaging with individuals or small groups to ensure full understanding of the subject material. When it comes to official translanguaging, it is mostly conducted by the teacher orally when it is needed to explain a term relating to different subject, to explain complex parts of the topic using fuller sentences or discussions, and in writing where a short appropriate translation is needed. Li Wei and colleagues distinguish between pupil director translanguaging and teacher director translanguaging. When it comes to pupil director translanguage, this will be discussed in the video next week. Our focus today on the teacher director translanguaging and it involves planned and structured activity by the teacher in multilingual and multicultural settings. So, in order to handle effectively learners who have diverse profiles linguistically, socially, educationally, teachers have to resort to translanguaging practices because they allow them to engage each individual child holistically, and also ensure that all students receive appropriate linguistic input, producing adequate linguistic output and are cognitively involved in the process. Translanguaging as pedagogy refers to building on bilingual students language practices flexibly in order to develop new understandings and new language practices including language practices for academic purposes. So translanguaging pedagogies are important for language minoritized students precisely because they built on students' linguistic strengths, they reduce the risk of alienation at school, they enable these students to learn meaningfully, and they likewise help sustain their dynamic languaging in a classroom. Garcia and Li Wei identify seven purposes of translanguaging used by teachers. First, to differentiate among students level and adapt instruction to different types of students in multilingual settings. Two, to build background knowledge so that students can make meaning of the content being taught and of the ways of languaging in the lesson. Three, to deepen understanding and cognitive engagement to develop and extend new knowledge and develop critical thinking. Four, for cross linguistic transfer and metalinguistic awareness, to strengthen the students' ability to translanguage in order to meet the communicative exigencies in the socioeducational situation. Five, for cross-linguistic flexibility so as to translanguage competently. Six, for identity investment and positionality in order to engage learners in educational settings. And finally, to interrogate linguistic inequality and disrupt sociopolitical political structures to engage in social justice. To sum up, translanguaging can be seen as an important pedagogy in so far as it can deepen communication and appropriation of knowledge. It can develop new language practices in the classroom, it can sustain knowledge and it can shape new sociopolitical realities. In the next video I'll be talking about teacher preparation programs and language policy. That's all for today. Thanks for watching. Bye bye.