For over a century immigrating students being welcomed into the classroom is not new. The late 20th century experienced a refugee wave that began to expose educational system gaps. Countries such as Vietnam, the Balkans, Rwanda, and the Middle East brought refugee children into classrooms such as Scandinavia, Western Europe, and North America. By the 21st century, globalization without pedagogical evolution began to show. Today many International schools and national schools now host more mobility than ever: expatriates, cross-border workers, “third-culture kids,” economic migrants, and refugees. And yet… one thing hasn’t changed. School classrooms have traditionally expected students to learn in one language while thinking in another —leaving their home languages at the door.

I came across a recent report from The Organization for Economic Co-operation and Development (OECED ) the Teaching and Learning International Survey 2024 (TALIS). One key point stood out for teaching for todays world, it stated that “Today’s schools are more diverse. Compared to 2018, the share of teachers who teach in schools with more than 10% of students who are non-native speakers increased by 7 percentage points. Ten education systems saw an increase of 25 percentage points or more in the proportion of schools where over 1% of students are refugees. The largest changes are seen in Czechia, Estonia and Lithuania.” (p.32 ) This growing diversity introduces into the classroom students whose backgrounds, language readiness, ability levels, and interests vary widely. Yet while student demographics have evolved, many teaching practices have not—leaving educators to teach 21st-century learners with 20th-century tools.

My international and public school experience has shown me that classrooms still use instructional teaching models that often act as if multilingual learners are a temporary anomaly rather than a permanent reality. Many schools may state they are bilingual, but still stick to the teaching models rooted in monolingual assumptions, relying on submersion (“sink or swim”) rather than translanguaging, co-teaching, or scaffolding. The dilemma isn’t lack of goodwill — it’s that systems still treat multilingual learners as exceptions to be accommodated rather than experts to be empowered. Instead of expecting students to suppress their home languages in order to access learning, translanguaging invites them to use all of their linguistic resources to make meaning, solve problems, and express understanding. It moves us beyond the outdated “English-only” mindset and toward a more inclusive, brain-aligned approach—one that sees multilingualism not as a hurdle, but as a superpower. Let me share how using translanguaging in the classroom is an easy solution, -not a problem. Set program may not be the answer to successful translanguaging in the classroom setting.

Using Translanguaging

International schools and classrooms are uniquely positioned to lead this shift of translanguaging. We don’t need more scripts or programs — we need a mindset change. Since the start of the early 20th century, globalization and the e-market for product labels and transportation has existed. Take a look at a food products: depending which country you are in you can find over 4-8 translations of ingredients on a product label. Public transport systems and airports across the world use multilingual signs and audio announcements as a standard. Smartphones with instant translation apps now allow even monolingual individuals to interact confidently across languages. This shift wasn’t driven by an “English-only” agenda. It was consumer demand, regional trade policies, and practical necessity that pushed industries to embrace multilingual communication as good business — and good service.

So why shouldn’t schools do the same? Why not apply this proven model to learning? Why not have school classrooms do the same and use translanguaging? Translanguaging is the practice of allowing — encouraging! — students to draw on all of their languages to process, problem-solve, and express understanding. If you want engagement, hand students back their voice. When students realize they don’t have to abandon one language to access another, participation soars. Confidence rises. Academics follow. Let’s stop asking multilingual students to choose one voice. Let’s start teaching in a way that lets them use all of them.

The Future of Language Learning Isn't Monolingual — It’s Multilingual by Design

With simple classroom strategies, even the youngest learners can thrive in multilingual settings. Here are three practical ways educators can embed translanguaging into everyday instruction—without needing new programs or extra funding.Let me share some simple facts. Classroom teachers who begin to allow students to access their first language can actually acquire the second language faster and deeper. The brain doesn’t switch languages, it builds meaning across them. Having a successful multilingual use both languages simultaneously is how real world communication works.

This November 8, 2025 I will be presenting at the Edinspire 25 Conference held at Dulwich College in Singapore. I will be co- presenting a workshop with my colleague Master Teacher Sue Sapoan. We plan to share teaching known translanguaging strategies to better support Emerging second and third language learners for Early Years and Primary students in the classroom.

Translanguaging doesn’t require expensive programs or major curriculum overhauls — just intentional shifts in how we invite children to express their thinking. Educators can create powerful bridges between home and school by allowing students to use all their languages during learning. Here are 2 simple, developmentally friendly translanguaging strategies you can start using right away.

Dual-Language Resources & Visual Labels

Use picture cards, word walls, class labels, and storybooks that display both English + the children’s home languages. This validates identity while reinforcing vocabulary connections. You don’t need every language—invite families to help translate key classroom words like water, share, help, play, read and rotate them on display.

Flexible Expression in Any Language

When students draw, build, or write, allow them to label or narrate in whichever language comes naturally. Teachers can respond with gentle modeling in English rather than correction (e.g., child says in Korean “gae,”  teacher responds, “Yes, dog! You drew a dog!”). This creates a natural language bridge rather than a barrier.

To learn more hands on in-depth strategies for the classroom register for our workshop at https://www.ed-inspire.com/ . If you cannot attend this event, do not hesitate to reach out to us on our contact page https://www.internationaleducationalconsultant.com/contact-8.