At its heart, translanguaging involves recognising and valuing the complex, flexible ways multilingual learners draw on all their language resources to make meaning. Instead of viewing languages as separate systems, translanguaging encourages learners to seamlessly shift between them to enhance comprehension, expression, and learning. For example, a student might use Dari to brainstorm ideas, English to draft a paragraph, and then back to Dari to clarify concepts with peers. This process not only reinforces linguistic competence across languages but also fosters a sense of belonging and identity by affirming students’ cultural and linguistic heritage.

Research at the Barker Institute continues to highlight the transformative potential of translanguaging, particularly in supporting students of refugee background. Many of these learners arrive with rich linguistic skills in languages other than English and have experienced disrupted schooling or significant challenges in accessing education. Translanguaging creates a bridge between their existing knowledge and new learning, offering a pathway to academic success while reducing the pressure to conform to monolingual norms.

At Marri Mittigar, translanguaging is woven into teaching and learning practices. The lower secondary grouping of students is currently engaged in learning content from the NESA Stage 4 History syllabus: at the moment, the focus is the ancient world – specifically, Ancient Egypt. But the starting point for every lesson is that every lesson is a language lesson. Teachers for this group encourage students to use their home languages alongside English, whether by annotating texts in multiple languages, collaborating on projects with bilingual peers, or drawing on their linguistic skills to solve problems. They want them to develop their first language as well as their second language (in this case, English). This approach seeks not only to support students’ academic progress but also build their confidence and agency as learners.

The Barker Institute’s ongoing research examines the impact of these practices, contributing to a broader understanding of how translanguaging can reshape education for children and young people of refugee background in Australia and elsewhere. We are documenting the successes and challenges of this approach to help highlight how translanguaging is a key tool for inclusive education.

Why does this all even matter? What is the impact of all of this? In today’s increasingly globalised world, fostering multilingualism is not just an educational strategy—it’s a necessity. Translanguaging equips students with the skills to navigate diverse linguistic and cultural landscapes, empowering them to thrive in both local and global contexts. Moreover, it humanises education by celebrating the linguistic and cultural richness that every student brings to the classroom.

Through translanguaging, schools like Marri Mittigar demonstrate that embracing linguistic diversity is not only a pedagogical choice but also a commitment to equity, inclusion, and opportunity. By connecting practice with research, we hope to shape a future where education truly reflects the diverse realities of its learners.

Some further reading:

Scott, T (2024) Pedagogical Translanguaging in Refugee Education: Bridging Cultures, Languages and Learning. Learning in Practice. 8 (1).

Dr Timothy Scott

Tim has held leadership roles in schools across Australia and abroad for 25 years, alongside teaching History and Modern Languages. His research focuses on intercultural learning and pedagogical translanguaging, refugee education, and student voice in improving educational practice. He is a lead researcher for the Barker Institute’s ongoing decade-long longitudinal study, The Barker Journey. Alongside his research work, Tim currently teaches History and Global Studies. His PhD examined socio-political influences on contemporary German conceptions of history and archaeology.