ALLEN DAVENPORT (CAMBRIDGE UNIVERSITY PRESS & ASSESSMENT)

THE ช้าง IN THE ROOM: USING LEARNERS' OWN LANGUAGES IN THE ENGLISH CLASSROOM : PLURILINGUALISM AND TRANSLANGUAGING

This workshop explores the debate around the practice of using students' first or own languages in the classroom. It argues that acknowledging and utilizing the variety of languages present in a classroom enriches both teaching and learning, aligning with broader educational goals of inclusivity and engagement. The presentation aims to provide an informed view on the advantages of embracing plurilingual backgrounds in education and addresses the underutilized strategy of integrating learners' own languages (pedagogical translanguaging) into English language teaching. Despite some reservations, incorporating these languages into lessons strategically offers significant benefits. It enhances teaching and learning experiences by promoting an inclusive and effective learning environment. This approach not only respects but also utilizes the unique linguistic identities of students, promoting enriched learning experiences for all. Participants in this workshop will gain insights and strategies to leverage the linguistic diversity of learners, transforming classrooms into more inclusive environments. They will also take away practical techniques for incorporating students' own languages into English teaching. These techniques are designed to be effective even if the teacher does not know the students’ languages and are adaptable to various classroom settings, regardless of whether students share a common language or come from diverse linguistic backgrounds. The focus is on creating an educational space where every language is valued as a resource, contributing to a richer and more dynamic learning experience.

Allen Davenport is the Professional Learning and Development Manager for Cambridge University Press & Assessment, serving Northeast Asia, Southeast Asia, and the Pacific. An experienced ELT professional, he focuses on the training and development of educators, employing evidence-informed teaching practices to enhance educational outcomes.