| Transcending Monolingualism Samir Monges justifies the implementation of translanguaging pedagogy in higher education {esearch shows that multilingual skills correlate with higher scores on assessments (Vogel and Garcia, 2017), ‘and studies indicate that when those results {are present, there has been a conscious and systematic use of diverse ling which has become part of the curriculum and pedagogical strategies (Madiba, 2013; Garcia, 2009), Most English learner (EL) programs at institutes of higher education teach the ‘mechanics of English itself (Valdes, 2020), so they are geared toward multilingual students who usually ha conversational English. Wi is a continuous and systemati approach that enhances the acquisition of academic English along with the cognitive skills that they already bring to the classroom. Vogel and Garcia (2017) explain translanguaging thus: “rather than possessing two or more a languages systems, as 1 been traditionally thought, bilinguals, multlinguals, and indeed, all users of language, select and deploy particular features from a unitary linguistic cepertoire to make meaning and to negotiate particular communicative contexts." For example, bilingual students use both their languages to “adapt thelr language practices to the particular communicative situation in which they find themselves in order to optimize communication and understanding” (Hesson, Seltzer, and Woodley, 2014) Such linguistic repertoire includes not only words, sounds, usage, or syntactic rules but also the social features associated with multimodal communication (e.g., gestures, Visuals, signs, etc). So, translanguaging design builds pedagogical strategies upon this entire set of resources (Garcia, Johnson, and Seltzer, 2017). It strategically builds pedagogical principles based on language, lived experiences, and cultural references that are part ofthe different modes of communication available to maltiingual students in any particular situation. Most U.S. higher education institutions ate greatly influenced by monolingual ideologies and have been hesitant to ful implement multilingual practices in the curriculum. However, some institutions have allowed flexibility in the curiculum, so students and professors have engaged in better teacher-student relations that encourage them all to take risks in challenging dominant language discourses that devalue home languages. Research studies demonstrate that when higher ‘education institutions allow the use of translanguaging pedagogy, students’ deste November 2020ible results in to learn increases with tan terms of academic performance (Carrol and Mazak, 2017). Translanguaging pedagogy creates spaces where university bilingual students maximize their potential as accomplished learners. Translanguaging refers to multiple language practices which individuals use to make sense of their multilingual worlds Rivera and Mazak, 2017). Students translate, code switch, and translanguage to make sense of academic courses. These Particular linguistic practices open new Perspectives to understand the use of home languages as educational resources that enrich the learning experience of emergent bilingual students in higher education. Multilingual students bring into the Classroom different ways to interact through language use, and they enhance their ‘educational possibilities by breaking rules of traditional monolingual language practices. Garcia (2009) suggests that bilingual students translanguage by using linguistic tools, knowledge, and features from the languages they know. This means that mutilinguals go beyond linguistic borders November 2020 and blend their languages to fulfill their communicative needs. Translanguaging does not see the possession of two or more languages as separate or autonomous, Rather, translanguaging see the acquisition of languages as a formation of a single linguistic system stored in the mind where bilingual speakers have the autonomous decision-making role of selecting and using language according to their communicative needs The dominant monolingual educational space does not promote the use of bilingual students’ language knowledge ‘and cognitive skill. Such restriction denies the additional resources that languages other than English can offer to access ‘and navigate in the system. In contrast, translanguaging practices stress the language-as-resource perspective. This is a recursive pedagogy that can create new educational possibilities in higher education In most U.S. universities today, academic language proficiency is measured by standardized testing with an English-only ideology. An educational languagemagazine.com environment that promotes linguistic diversity enables multilingual students to succeed by maximizing their full potential Translanguaging is a well-designed use of students’ native linguistic practices to enhance understanding of academic content in English. The key idea is seeing languages other than English as educational tools that enhance the acquisition of academic content and the target language. Although English is the most common medium of instruction in the U.S, the reality is that multilingual students in higher ‘education navigate in academia using their languages to make sense of the school experience (Garcia, Johnson, and Seltzer, 2017). They may use different linguistic resources to tackle academic tasks such as test preparation and written or oral assignments to express their understanding of content. Translanguaging offers a new pedagogical design for multilingual students in the acquisition of knowledge, reaffirmation of their identities, and full multilingualism. In some universities, professors are allowed to incorporate students’ native 33languages in teaching, Professors can use this lexibilty to include translanguaging practices to provide a scaffolding approach for effective learning in science and engineering programs (Rivera and Mazak 2017), This eHective curriculum flexibility allows the use of diferent linguistic resources (e.g., code-suitching, translation, etc) in some assignments or tests so students can demonstrate mastery of content previously taught in English In one example at a Chinese university, a math professor (who spoke Mandarin only) used diverse semiotic resources to set up a translanguaging space with students who spoke Mandarin, Cantonese, Putonghua, and English by allowing the use of PowerPoint slides, math symbols, blackboards, layouts, pictures, graphic organizers, and gestures in every language to facilitate the understanding of math content (He, Lai, and Lin, 2017). Some of these resources were fully or partially displayed in different languages. It was 2 collaborative work where all participants engaged in co-constructing the learning experience. Mathematics is @ semiotic means of communication on its own. As the 34 authors of the study explain, math meaning. making processes are tied to symbolism (e.g., formulas, equations, etc), visual displays (e.g,, tables, graphs, etc), and verbal/written language (e.g., textbooks ‘and verbal explanations) (He, Lai, and Lin, 2017). So, translanguaging pedagogy fits perfectly with teaching math to emergent ‘multilingual students because the class tured into a space where the meaning: making process of math content was. scaffolded by the addition of the students! linguistic repertoires and multimodal resources. The tangible results were manifested by an increased desire for learning and engagement. Additionally, the dynamic of the class was changed from “teacher as deliverer” to a teacher/student o-teaching and co-learing environment. University faculty can start implementing translanguaging in the following ways: + Helping multilingual students to recog- nize their linguistic potential ‘+ Allowing students to engage in co-creat- ing knowledge with them ‘© Using all available language resources languagemagazine.com (eg, bilingual dictionaries, textbooks, online translators) * Experimenting with different translan- uaging strategies (e.g,, code-switching, translation, multimodality) Itis important to note that faculty at institutions of higher education might not be able to fully implement translanguaging pedagogy. However, when designing their lesson plans, they may find opportunities for the incorporation of translanguaging strategies appropriate for their multilingual students. Similar studies in higher education have found a direct correlation between translanguaging pedagogy and higher levels of learning and more sense of belonging, which are crucial ingredients to increase the motivation to succeed (Karlsson, Larsson, and Jakobsson, 2018; Klapwijk and Walt, 2016):The strategic use of students’ linguistic repertoires turns into a powerful resource that assists them in developing understanding of scientific knowedge and at the same time increases the likelihood of their staying motivated Until the completion oftheir studies. When professors allow the use of these November 2020tools and incorporaie them in their daily activities, they create @ translanguaging space that wil ransform the learning and teaching experience. The transformation willead students to become aware of the importance of their own cultures, languages, and lived experiences, Their identities will be reaffirmed and levels of engagement will increase ‘As educators, we need to encourage students to acknowledge and develop their linguistic repertoires by being ‘aware of their potential to improve the leaming experience. Using tools requires acknowledging their existence; then the strategic use will follow. Although bilingual students and professors may naturally use translanguaging, they need to be aware of its value and learn to use it effectively in their learning and teaching {A good starting point for institutions of higher education to implement translanguaging is by inviting their faculty to learn about translanguaging and implementing 2 modified curriculum with translanguaging strategies, especially when they have a multilingual student population. Designing a translanguaging classroom involves the construction of a collaborative "space by the teacher and bilingual students as they use their diferent language practices to teach and learn in deeply creative and critical ways” (Garcia, Johnson, and Seltzer, 2017). Creating spaces to bring together faculty, administrators, and other stakeholders to discuss new ways of increasing academic achievement among ‘multilingual students is the next step. ‘When multilingual students are ciscouraged from using their home languages, they are deprived of practices and tools that enhance their capacity for making sense of content and their experiences. These pedagogical practices ‘ake their toll on the academic performance cof multilingual students. When emergent ‘muttlingual students are assessed, their {ull linguistic repertoires are not part of the assessment (Garcia, 2008), so their full potential remains unknown. An educational space that promotes linguistic diversity creates a unique environment to abandon the monolingual approach of education and take advantage of different linguistic resources to enhance understanding Most professors do not have training in ‘multicultural and multilingual education, Therefore, the academic achievement of minority students is heavily influenced November 2020, soareoucavon gs . Carrol (eds,), Translanguaging in Higher Education: Beyond Monolingual Ideologies, 91-120. Bristol: Multilingual Matters. by these dominant values and beliefs reflected in the teachers’ pedagogical Practices and their perceptions about the students’ potential. The current research about translanguaging pedagogy in higher education shows that it can certainly be an effective tool to increase graduation rates among emergent multilingual students. Institutions of higher education can take the lead in creating and promoting a translanguaging space where it becomes ‘an educational resource. Translanguaging Pedagogy keeps stuclents motivated during their university careers because they see the ‘connection with their own future academic. goals, lived experiences, families, cultures, and communities. Translanguaging design goes beyond scaffolding because it creates spaces that ‘motivate emergent bilingual students to acquire knowledge—not just vocabulary and grammar—but also to reaffirm their identities and sense of cultural belonging, The use of their entire linguistic repertoires ‘maximizes their full potential because it encourages them to take risks. Their awareness of being emergent multilingual students does not make them feel at a disadvantage but rather gives them courage to explore new educational possibilities in academia. Translanguaging is a promising approach that needs to be explored to discover its possibilities. Hesson,S., Seltzer, K., and Woodley, H. (2014), Translanguaging in Curriculum ‘and Instruction: A CUNY-NYSIEB Guide for Educators. www.cuny-nysieb.org/mp- content/uploads/2016/04/Translanguaging- Guide-CurrInst-Final-December-2014 pdf Karlsson, A., Larsson, P, and Jakobsson, ‘A. (2018). “Multilingual Students’ Use of Translanguaging in Science Classrooms.” International Journal of Science Education, 4-21 “English-Plus Multicultural as the New Linguistic Capital? Implications of university students’ attitudes towards languages of instruction in a multilingual environment.” Journal of Language, Identity, and Education, 15(2), 67-82. Madiba, M. (2013). “Multilingual Education in South African Universities: Policies, pedagogies, and practicality.” Linguistics and Education, 24, 385-395. Rivera, A., and Mazak, C. (2017), "Pedagogical Translanguaging in a Puerto Rican University Classroom: An exploratory study of student beliefs and practices.” Journal of Hispanic Higher Education, 1-15. doi.org/10.1177/15381927 17734288 ‘ee? Valdes, G. (2020). "Sandwiching, Polylanguaging, Translanguaging, and References ‘Codeswitching: Challenging monolingual Carrol, K., and Mazak, C. (2017). “Language dogma in insttutionalized language Policy in Puerto Rico's Higher Education: teaching.” In J. McSwain and F. Christian (Opening the door for translanguaging (eds), Codeswitching in the Classroom: practices." Anthropology & Education Critical Perspectives on Teaching, Learning, Quarterly, 48(1), Policy, and Ideology. New York, NY: Routledge. Garcia, ©., Johnson, S., and Seltzer, K. (2017). The Translanguaging Classroom: Leveraging Student Bilingualism for Learning. Philadelphia, PA: Caslon, Vogel, S., and Garcia, O. (2017) "Translanguaging.” In G. Noblit and L. Moll (eds), Oxford Research Encyclopedia of Education. Oxford: Oxford University Press. Samir Menges is a doctoral student at the University of Utah. His research interests are located in the intersection among language, Philosophy, and education. He is currently ‘working on his doctoral dissertation, which focuses on translanguaging in higher ‘education. I Garcia, O. (2009). “Bilingualism and Translanguaging.” Bilingual Education in the 21st Century: A Global Perspective. Malden, MA; Willey-Blackwell. He, P, Lai, H., and Lin, A. (2017). “"Translanguaging in a Multimodal ‘Mathematics Presentation.” In C, Mazak and languagemagazine.com 35