Abstract
In recent years, L1 restriction has been criticised as problematic for learners, especially young children. An alternative to language restriction is translanguaging based on a holistic, multilingual perspective that views English language learning as a means to develop bi/multilingualism. This chapter discusses how English language educators in early years settings can maximise children’s rich linguistic repertoires via three interrelated translanguaging components: translanguaging rings used to enable children to learn English with the assistance of their own languages; translanguaging assessments used to evaluate children’s English language skills within the umbrella of multicultural funds of knowledge; and translanguaging spaces used to define strategic activities to unlock children’s full linguistic repertoires and activate their creative voices. The chapter also highlights innovative learning-based examples of these translanguaging components.
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Shi, L. (2022). Enriching Early Years English Language Education with Translanguaging. In: Valente, D., Xerri, D. (eds) Innovative Practices in Early English Language Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-12922-3_5
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