Translanguaging: The Cornerstone of Learning in DUCKS

All DUCKS staff are champions of the *translanguaging strategy, which Canagarajah (2011) defines as 'multilingual competence' emerging from 'local practices where multiple languages are negotiated for communication'. Translanguaging goes beyond the recognition of two languages being spoken in the same space; it values the knowledge students bring and allows them to contribute in multiple ways, which helps to boost their self-esteem as learners. This is important in a diverse environment such as ours which strives to provide equity for all learners.

To make this concept relatable for our youngest learners, DUCKS introduces characters like 'Resilient Ren,' whose stories encourage children to embrace the challenges of being resilient language learners. For example, students in a Year 2 class familiar with local historic sights and their Mandarin names share them with Ms Wang, an experienced Dual Language Teacher, who then helps them to learn the names in English and translates their questions to allow all students to take part in the discussion. Other students then chime in with their own insights from their own cultural lens, enriching the discussion.

Translanguaging is a key strategy in our Dual Language curriculum, which develops students' Mandarin and English simultaneously and lays the foundations for children to communicate socially. The curriculum builds both **Basic Interpersonal Communicative Skills (BICS)—social phrases or skills that are generally learned at a rapid rate, typically learned within two years—and **Cognitive Academic Language Proficiency (CALP), the more advanced language required for academic success. To support families in practising their BICS skills, the DUCKS EAL team produces weekly videos for each year group with practical phrases for use at home and school. Teachers use diverse strategies, such as gestures and visuals, to support the gradual development of both skills and to help ensure students grasp complex terms beyond verbal explanations.

The Learning Environment as the Third Teacher

At DUCKS, the learning environment acts as a "third teacher," supporting student-led exploration through thoughtfully designed indoor and outdoor spaces. Teachers set up engaging provocations, such as intriguing objects or tasks, to spark curiosity and discovery. Vocabulary is accessible through QR codes, enabling students to explore words and related images independently. Cultural and linguistic representation is woven into the classroom, from multilingual book corners fostering a love of reading to children helping label displays, reinforcing essential vocabulary and creating resources they can refer to.

Celebrating Home languages, Cultural Identity and Building Confident, Multilingual Learners

We actively celebrate and support students' home languages to strengthen literacy and identity. A weekly Korean club, for example, brings Korean-speaking students together to socialise, with Senior School students often joining when their schedules allow. We actively celebrate and support students' home languages to strengthen literacy and identity. For parents, continuing to speak their home language at home fosters strong communication, self-esteem, and cultural identity. It also builds a secure foundation for exploring new languages, ensuring each child's journey is both supported and celebrated.

At DUCKS, we recognise each child's language journey is unique. By laying solid foundations in both English and their home languages, we aim to personalise learning and provide the right level of challenge. Ultimately, our goal is to nurture confident, multilingual learners with a strong sense of identity.

*Canagarajah, Suresh. "Translanguaging in the Classroom: Emerging Issues for Research and Pedagogy." Applied linguistics review 2.2011 (2011): 1–28. Web.

**Cummins, J. (2013). BICS and CALP: Empirical Support, Theoretical Status, and Policy Implications of a Controversial Distinction. In Framing Languages and Literacies (1st ed., pp. 10–23). Routledge.