Patricia Ambrosio explains how scaffolded Turn-and-Talks empower Multilingual Learners
This piece builds on the ideas shared in “A Pedagogy of Translanguaging” (Language Magazine, 2018), which highlighted how multilingual learners thrive when they’re encouraged to use all their languages in the classroom. That article laid the groundwork for understanding translanguaging as a powerful pedagogical approach. Here, I take that concept into the everyday classroom and show how a simple routine, like Turn-and-Talk, can become a meaningful way to put those ideas into practice and boost engagement for all learners.
Maria Rita was a new English Learner (EL) teacher. I was observing her guiding a group of fourth graders during a shared reading of The Chariot of the Sun. As a new EL Specialist, I mentally checked off each item of my mental checklist.
- Pre-teach vocabulary? Check
- Prior knowledge activation? Check
- Language supports: Visuals. Graphic Organizer. Summary in Spanish. Check. Check. Check.
AsI stood at the edge of the group, I noticed something beyond my checklist when Maria Rita posed a comprehension question. My focus was on the newcomer from Ecuador. She looked down and stared at the page. She was unsure. Other students hesitated too.
I started to notice the power dynamics. Even though the teacher had carefully prepared the lesson, and provided solid scaffolds, something was still missing. The students had access, but they weren’t engaging with the lesson. Then, I realized that the teacher held most of the control, especially over language. Students hadn’t had the chance to use all their languages to make sense of what they were learning.
Meaningful learning is not just about scaffolding a lesson for access, but also about actively making sense of new ideas by talking, questioning, and connecting with one another. For multilingual learners (MLs), it means having access to content, feeling affirmed in their identity, and being empowered to engage with their language resources. One powerful way to support that? Translanguaging.
Why Translanguaging Matters
Translanguaging is a dynamic practice where MLs use all their languages to think and communicate ideas (García et al., 2017). In the classroom, this might look like students moving fluidly between English and their home languages while speaking, writing, or processing information.
As Hamman and colleagues (2018) describe, “Translanguaging pedagogies enable students to bring their whole selves into the classroom” and support them in “leveraging all of their content and linguistic knowledge.” Translanguaging affirms multilingualism as a strength, not something to overcome.
How to Scaffold Turn-and-Talk for MLs
Turn-and-Talk is a simple but powerful way to support translanguaging. When well scaffolded, this routine becomes transformative. For MLs, Turn-and-Talks provide a low-stakes, high-impact opportunity to rehearse language, build conceptual understanding, and connect with peers. Here is how to intentionally scaffold Turn-and-Talks to boost all students learning, not just MLs:Support Understanding with Visuals
Before a Turn-and-Talk, show a relevant image, chart, or graphic to support comprehension. For MLs, visuals can bridge gaps in vocabulary and provide context for discussion.Give Students Time to Think
After posing a question, pause for about 10 seconds for students to process or jot down an idea. This wait time gives students a chance to translate the question, process, and backtranslate it before they are ready for the Turn-and Talk. For many students, this extra time is the key to meaningful participation.Pair or Group Students Purposefully
Pair MLs with peers who collaborate well or share a home language. Thoughtful groupings can help students feel more confident, included, and prepared to participate in discussions.Set Students Up for Successful Conversations
Sentence starters give students the language tools they need to organize their thoughts and participate in academic conversations in English or their home languages. For example:
To paraphrase: “What I hear you saying is…”
To build on an idea: “I’d like to add to what you said…”
To agree or connect: “I agree with you because…”
To offer a different perspective: “I see it differently because…”
To clarify: “Can you explain what you meant by…?
Making Space for Translanguaging
When I understood what was missing, I leaned in and whispered in Maria Rita’s ear, “Next time you ask a question, invite them to Turn-and-Talk. Encourage them to use Spanish or English.”
Once she did, the students turned to each other. Spanish and English whispers filled the room. The newcomer nodded along as her partner explained the question in Spanish. Her face lit up in understanding. She smiled and began to speak and gesture, mostly in Spanish, with a few words in English. I looked at the teacher, and as she listened to the newcomer, she nodded.
When Maria Rita created space for translanguaging, she helped her students not just access the content, but engage with it. They began to make meaning as they questioned, clarified and connected each other’s ideas. Their thinking became more visible, and their confidence more audible. Language wasn’t a barrier. It became a bridge to deeper engagement. Maria Rita and I shared a smile, as we learned that engagement doesn’t always sound like polished English. Sometimes, it sounds and looks like a mix of languages, gestures, and drawings. All of it is language used for learning.
That small shift changed the power dynamics. Teaching wasn’t only coming from Maria Rita, but rather she was learning alongside her students. As the group used their full linguistic repertoire I witnessed the power dynamics shift. The space became more collaborative and less teacher-centered, opening up deeper learning, and authentic connection and engagement with the content.
Spaces Where Language is a Bridge, not a Barrier
- When Maria Rita opened up space for translanguaging, she empowered her students to teach and learn from one another. As Maria Coady (forthcoming) explains, when MLs use their metalinguistic knowledge, they learn how languages connect and work together. This ability comes naturally to MLs, but all students, including monolinguals, can develop it when translanguaging is consistently practiced in their classrooms.
Tip to Launch Turn-and-Talk Successfully
Start strong by building routines that help all students feel confident and ready to participate:1. Set clear expectations: Let students know what Turn-and-Talk should look and sound like.
2. Model explicitly: Show them how to face a partner, take turns speaking, and listen respectfully.
3. Practice with feedback: Use low-stakes practice and give immediate feedback to reinforce expectations.
4. Use a regroup signal: Say: “We’ll come back together in 3... 2... 1...” and pause for full attention.
5. Keep follow-up brief: After the Turn-and-Talk, highlight 1-2 key takeaways, then move on with instruction.
Translanguaging invites students to bring their full selves into the classroom, using all their languages to make meaning of the content. When strategies like Turn-and-Talk are thoughtfully scaffolded, teachers create more than just access. They create classrooms where students are seen, valued and empowered to learn.
Next time you ask a question, give students a moment to think, and the option to use all of their languages to make sense of it together. Then invite them to Turn-and-Talk in the language of their choice. Then listen closely. You just might hear learning happening.
References
García, O., Johnson, S. I., & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Caslon.
Hamman, L., Beck, E., & Donaldson, A. (2018, September 10). A pedagogy of translanguaging. Language Magazine. https://www.languagemagazine.com/2018/09/10/a-pedagogy-of-translanguaging/
Patricia Ambrosio is an EL specialist at National Heritage Academies and a Ph.D. student in the College of Education at NC State University. She designs teacher training and coaches educators to support multilingual learners. Her research focuses on multilingual education and equity-centered teacher development.