Translanguaging in the Undergraduate Nursing Classroom: An Educational Innovation
Abstract
Background:
Translanguaging is “the act performed by bilinguals of accessing different linguistic features or various modes of what are described as autonomous languages in order to maximize communicative potential” (Skutnabb-Kangas et al., 2009). Translanguaging can be used as a tool to empower undergraduate nursing students to use their chosen strongest written language for assignments.
Method:
Students in an undergraduate nursing elective course at a large, public urban university could submit specific noncollaborative (solo) assignments in their language.
Results:
Three students in a class section of a total of nine students chose to submit one or more assignments in a language other than English. Students reported that this experience was unique and empowering. The instructor noted a difference in the writing level in the language of choice other than English.
Conclusion:
Nursing educators should consider allowing and/or encouraging students to submit specific written assignments in their chosen language. [J Nurs Educ. 2024;63(X):XXX–XXX.]
Introduction
Translanguaging is an approach to language learning and teaching that encourages the use of all languages that a person knows or is familiar with, rather than strictly adhering to one language or separating languages (Garcia, 2009; Vogel & Garcia, 2017). In the undergraduate classroom, translanguaging creates a space where students can use more of their linguistic resources to engage with academic content and communicate their ideas effectively. This can involve students switching between languages, code-switching, or using hybrid forms of language to negotiate meaning and express complex ideas. The goal of translanguaging is to promote deeper understanding and more meaningful communication, while also valuing and celebrating the linguistic diversity of students in the classroom.
In the nursing classroom, we can see the strong benefits of our nursing students who are linguistically diverse utilizing their language skills to maximize their performance in the classroom and their ability to express themselves fully. Students at our large, public urban university speak more than 100 languages as their first language, and through in-class translanguaging opportunities, we can not only harness that knowledge but celebrate it. The purpose of this article is to share information about a translanguaging pilot in an undergraduate nursing classroom, so it can be considered for further implementation in additional courses and contexts.
Multilingualism and Nursing
Nurses who are multilingual have a significant advantage in the health care industry, as they can communicate more effectively with patients who speak languages other than English, which ensures that the patient understands their medical condition, treatment options, and medication instructions. Patients feel more comfortable when they can communicate with their health care provider in their native language, supporting trust with patients and creating a more welcoming and inclusive environment (Gerchow et al., 2021; Squires, 2018).
Patients who receive care from nurses who speak their language are more likely to be satisfied with their care (Gerchow et al., 2021). Nurses who are multilingual can better understand the cultural practices and beliefs of patients who speak different languages. This can help them provide more culturally sensitive care and avoid misunderstandings that could negatively impact patient care (Gerchow et al., 2021; Squires, 2018). Multilingualism can be a valuable asset for nurses, as it can improve communication, build trust, increase patient satisfaction, and promote cultural understanding (Larsen et al., 2021).
Translanguaging in the Preuniversity Classroom Setting
Translanguaging has a relatively concise history in the classroom. In the 1960s and 1970s, bilingual education became a popular approach to teaching students who spoke languages other than English, recognizing the value of students' first languages and aiming to help them develop English language skills while maintaining their native language proficiency (Menken & Sanchez, 2019). By the 1980s and 1990s, bilingual education came under scrutiny from critics, leading to the development of English-only policies in many states (Menken & Sanchez, 2019; Rabbi, 2023). In the early 2000s, educators began to embrace translanguaging to challenge English-only policies and promote the value of linguistic diversity. Translanguaging encourages students to use all their linguistic resources, rather than separating languages or focusing exclusively on English (Espana et al., 2020). It is now widely recognized as an effective approach to language learning and teaching that values the linguistic and cultural diversity of students. The history of translanguaging in the classroom reflects a growing recognition of the importance of linguistic diversity and the value of students' first languages in the educational process (Skutnabb-Kangas et al., 2009).
Translanguaging in the Undergraduate Nursing Classroom Setting
The use of translanguaging in the context of U.S. undergraduate nursing programs is quite limited. There are currently no published articles documenting assignments being utilized by undergraduate students in nursing related to translanguaging. This educational innovation seeks to draw attention to the use of translanguaging in one undergraduate nursing elective course and to increase inquiry into the use of this technique in nursing, so it can become more widespread.
Theoretical Framework
Lopez et al. (2017) developed a conceptual framework from which to draw that notes the significance of translanguaging not just as “translation” but as a noteworthy enhancement for the learner who is multilingual. According to the authors, the two principles “provide opportunities for bilinguals to draw on all their resources in their linguistic repertoires … and for student-to-student or student-to-teacher interactions to create a space for interactive moments of translanguaging in the assessment or classroom context” (p. 10). In this course, students and instructors learn about and from one another, supporting students who are multilingual as they move forward in their nursing careers, often working with patients and families who consistently speak their primary language as well.
Method
In this context, the learner's best interests are centered and forwarded, with their written work playing to their own strengths instead of being limited by their knowledge of English. The significance of the assessment is focused on the content and critical thought process of the presented concepts.
The translanguaging initiative in this course was presented to the students as a pilot in which participation was completely voluntary. All undergraduate coursework at this institution is fully online and asynchronous. This is the first time that a translanguaging option has been offered in a nursing course at this major urban public college. The course content itself related to a marginalized population in health care: LGBTQ+ patients and families. The content of the course was not directly related to linguistics. It is a nursing course by course code but is open to all students at the institution and is considered an interprofessional course.
To introduce the concept of translanguaging, students were given specific definitions and instructions in an announcement at the beginning of the semester. The students were also offered several websites to review if translanguaging was an unfamiliar concept to them. The three assignments chosen for this pilot related to student knowledge development in the course process. The prompt for the three scaffolded reflections was, “Over the course of the semester, students will reflect on their learning. Reflections will be first-person narratives and will encourage students to consider their own biases, preconceptions, and knowledge deficits in LGBTQ+ health.” The three individual prompts were:
Reflection 1: What did you know about the subject of LGBTQ+ health before you began this course? In what ways would you like to increase your knowledge of LGBTQ+ health as we move through the course?
Reflection 2: So far in this course, has anything been revealed to you related to your professional practice around LGBTQ+ health? Is there anything that has particularly emerged for you as a challenge or directive?
Reflection 3: What is one aspect of your practice around LGBTQ+ health that you would like to improve upon after taking this course? What changes will you make?
These three reflections were selected for the translanguaging pilot because they were individually completed by each student. Other assignments were collaborative or interactive with other students. The instructor utilized the same grading rubric as the English language papers. The sample size for this pilot was 10 students, all of whom took the course that semester. Three students submitted assignments utilizing the non-English language of their choice for their reflective works, including two students who used Spanish and one who used French. The instructor is bilingual in Spanish, and for the French language paper, the instructor used Google Translate to support grading. This study was submitted to the Institutional Review Board (IRB) for the lead investigator and was deemed exempt from need for IRB approval. Students received final grades and class credit for these assignments before the initial study period for this study. Data was collected after the completion of the course.
Strengths and Limitations of the Innovation
Translanguaging can help create a more inclusive learning environment by acknowledging the diverse linguistic backgrounds of students and valuing their linguistic resources. This can help students feel more comfortable and confident in expressing themselves and engaging with course material. In an extremely diverse, large, public urban university, such as the one in this study, empowering students to engage with course material from their strongest language can serve the students and their future patients, clients, and families well. In this pilot, the concept of translanguaging was widely supported by the policies of the institution. Additionally, translanguaging can help students better comprehend complex concepts by allowing them to draw on their prior knowledge and language skills. It can also help clarify misunderstandings and promote deeper understanding of course content. It can improve language proficiency by providing students with opportunities to practice using their languages in an academic context. This can also help students develop metalinguistic awareness and reflection skills. Last, translanguaging can help students develop an awareness of how languages can be used for different purposes, such as academic writing or public speaking. This can promote a more critical and analytical approach to language learning and utilization.
Translanguaging may require more time for instruction and assessment, which can be difficult to manage within the constraints of an undergraduate course. This course was a small section of an elective course that only runs one section per semester, so it did not face those challenges. It may challenge common misconceptions about multilingual language and language learning, which can be difficult to overcome for some students and instructors. Some students may not have the rapport or trust developed with the instructor (or vice versa) and may therefore not attempt this method.
Lessons Learned
Translanguaging allows for fluid communication between students and instructors who may have distinct levels of proficiency in the course language. By embracing multiple languages, students can express themselves more comfortably and effectively, leading to enhanced comprehension and engagement. This lesson emphasizes the importance of fostering inclusive and accessible learning environments and promoting cultural competence by acknowledging and valuing the diverse linguistic backgrounds of students. It can stimulate critical thinking skills among students as they navigate between languages and bridge linguistic gaps, which requires cognitive flexibility, analytical thinking, and problem-solving abilities. At this time, I would not change the pilot deployment. If this strategy is used in the future, I would create a short introductory video for all students explaining more about translanguaging in the hope that more would be encouraged to try it.
Implications for Wider Implementation
The wider utilization of translanguaging in nursing classrooms carries significant implications for both educators and students and can serve as a valuable tool to facilitate effective communication, comprehension, and knowledge acquisition. By allowing students to draw on their entire linguistic repertoire, including their native language and English, translanguaging can bridge potential language barriers and enhance understanding of complex nursing concepts and practices. One key implication of incorporating translanguaging in nursing classrooms is the potential improvement in student engagement and participation. By encouraging students to utilize their native language alongside English, educators can create a more inclusive learning environment that accommodates the diverse linguistic backgrounds of students. This approach can foster a sense of belonging and promote active involvement in classroom discussions, enhancing the overall learning experience.
The use of translanguaging strategies in nursing education can have positive implications for students' language development and proficiency in English, particularly for those who are non-native speakers. Translanguaging allows students to make connections between their native language and English, facilitating the transfer of knowledge and promoting linguistic growth. This approach can enhance students' ability to articulate their thoughts and ideas effectively, which is crucial for effective communication in nursing.
Furthermore, translanguaging can contribute to the development of cultural competence among nursing students. In health care settings, cultural sensitivity and understanding are vital for providing patient-centered care (Ali & Watson, 2018). By incorporating and celebrating translanguaging practices, educators can foster an appreciation for diverse cultural perspectives and encourage students to consider the impact of language and culture on health care interactions. This can lead to increased cultural competence and better preparation for the realities of providing care in multicultural health care settings.
Faculty members may require training and support to effectively integrate translanguaging into their teaching practices. Thoughtful implementation, faculty support, and attention to maintaining a balance between languages are essential for maximizing the benefits of translanguaging strategies in nursing classrooms.
Conclusion and Future Directions
Effective implementation of translanguaging in the nursing classroom requires careful consideration of the specific context and needs of students and institutions. Additional research is required, such as an inquiry into the student perspectives of using this strategy. It is essential to recognize that the successful implementation of translanguaging strategies in the college classroom depends on the cultural and linguistic backgrounds of the students and the institutional policies and supports available. Conducting research that delves into the student perspectives of using translanguaging as a language-learning strategy can provide valuable insights into their experiences, challenges, and preferences. Understanding the student viewpoint can help educators tailor their instructional approaches to better meet student needs and foster a more inclusive and effective learning environment.
Faculty members play a vital role in shaping learning experiences and creating a supportive environment for students. Exploring their attitudes, beliefs, and concerns regarding translanguaging practices will offer valuable insights into the readiness of educators to embrace this approach. Identifying potential barriers or resistance among faculty can inform the development of professional development initiatives that promote awareness, understanding, and acceptance of translanguaging strategies, facilitating their effective integration into nursing and other interprofessional health curriculum.
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