Language Superpowers: Monolingualism, Translation & Translanguaging

Teaching English as an Additional Language (EAL) is not just a profession—it’s a daily adventure filled with unexpected plot twists, moments of brilliance, and, yes, a fair share of miming. Every day, I find myself juggling monolingualism, translation, and translanguaging like a circus performer balancing plates, and I’ve come to realise they’re not just strategies; they’re superpowers. Let me share my journey with these three linguistic tools and how they’ve transformed my classroom.

Monolingualism: A Teaching Tool or A Missed Opportunity?

When I first started teaching EAL in the intensive English Programme, I was all-in for monolingualism. It means sticking to English, no matter what. Immersion was the golden ticket, right? Everybody thought so. To my surprise, some students swam like Olympians—others, well, looked like I’d just handed them a Rubik’s cube and told them to explain quantum physics.

But let’s be honest—monolingualism is so last century. Some concepts, especially abstract or culturally loaded ones, simply need a translation lifeline. For example, how else do you quickly explain “photosynthesis” without a quick dip into their home language? Refusing to acknowledge the usefulness of other languages can leave students frustrated and less motivated.

That said, monolingual teaching still has its place, particularly for students who are proficient in English. When I taught students with native-like proficiency, monolingualism worked wonders. It fostered linguistic precision and challenged students to refine their vocabulary and expression entirely within the language. But for EAL learners, who are grappling with vocabulary, grammar, and cultural nuances simultaneously, it’s a different story.

Here’s why monolingualism doesn’t translate well to EAL learners:

1. Cognitive Overload: For a student already trying to figure out what “underline the noun” means, insisting on English-only explanations can feel like piling weights onto a sinking ship.
2. Missed Connections: Some words or concepts don’t have direct translations, but explaining them in the home language can build a bridge. For example, introducing a word like “awkward” might be far clearer with a quick nod to gan ga (embarrasing/ uncomfortable) or ben cuo (clumsy), accompanied by scenarios provided to the students.
3. Cultural Disconnect: Without the cultural context provided by their home language, EAL learners may struggle to connect new concepts to familiar ones.

However, monolingualism can still be a valuable tool in the EAL classroom. It forces immersion, keeps the lesson focused, and ensures students engage with English actively—if done creatively. For example:

• Visual Support: Pair monolingual teaching with visuals, gestures, and props to make concepts come alive. A dramatic reenactment of “photosynthesis” can be far more effective than a dry definition.
• Gamification: Turn monolingual learning into a game. Activities like charades, pictionary, or word-matching games can make English-only instruction engaging and less intimidating.
• Contextualised Learning: Design tasks that use monolingual instruction but connect directly to students’ daily lives. For example, a vocabulary lesson on food can be tied to what they eat at home, encouraging active participation.

Ultimately, monolingualism works best when it’s one piece of a larger toolkit. It’s fantastic for first-language students who already have a strong command of English, but for EAL learners, it needs the support of translation, translanguaging, and other creative strategies to truly unlock understanding and confidence. By acknowledging its limitations and complementing it with other approaches, we can create a classroom where every student, Olympian swimmer or not, can thrive.

Translation: The Lifesaver or Trouble-Maker?

Translation is the linguistic cheat code every EAL teacher secretly loves and hates. Need to explain a tricky concept or a tough word? Translation swoops in to save the day. Have you ever felt like a superhero the first time you used it? Suddenly, all the blank stares transformed into "aha" moments, and you realised translation wasn’t the enemy—it was an ally.

When done right, it’s a powerful tool for scaffolding. I remember a student struggling with the word bitter. A quick translation to her home language unlocked the meaning, and we even discussed how it’s different from sour. But translation isn’t just about quick fixes—it’s a thinking tool. When students refine a translation to something like “sad with anger” because their first choice didn’t quite fit, they are engaging in critical thinking. By choosing between translated words, students actively process meaning and context. Similarly, translating instructions forces them to internalise and structure their thinking in both languages. This is active learning in action!

Of course, there’s a catch: overusing translation can become a crutch, leaving behind collateral damage. Sometimes we encounter students who lean so heavily on translation apps that they hesitate to take risks in English. That’s when we must learn to use translation sparingly, like seasoning in a dish—just enough to enhance the flavour without overpowering it.

Translanguaging: The Game Changer

Then came translanguaging, the wild card that changed everything. At first, it felt chaotic—students mixing languages mid-sentence, brainstorming in their home language, then switching back to English. But soon, I realised this wasn’t chaos; it was creativity. Translanguaging is not just about switching languages; it’s about leveraging every linguistic resource students have to build meaning and understanding.

One of my favourite moments came during a writing activity. A student compared an English sentence structure to his home language and exclaimed, “In my language, the adjective comes after the noun, but here it’s first!” He wasn’t just learning grammar—he was uncovering how languages work. When I did not translate the sentence accurately into their home language or I missed any word in their home language, the students explained to me the right way. Watching students make these connections was like witnessing linguistic fireworks. This isn’t just empowering; it’s a lightbulb moment.

Another powerful moment came with another EAL learner, who struggled to explain “stormy” in English. Instead, she said, “Like tai feng (typhoon), but smaller.” She had just bridged the gap with translanguaging, using her home language to convey meaning when English fell short. This process doesn’t just help students understand—it motivates them. They begin to see connections, not barriers.

Translanguaging also transformed my relationship with my students. When I started learning a few phrases in their home languages, their excitement was palpable. “Teacher knows Konnichiwa!” they’d cheer, and suddenly, the classroom felt like a community. They saw that I valued their languages, their identities, and their voices.

Translanguaging isn’t chaotic—it’s strategic. It builds on students’ strengths and acknowledges that language learning is not about erasing their identity but expanding their linguistic toolbox. When students see their teacher making an effort to learn their language, the classroom dynamic shifts. Suddenly, they’re the experts, and respect and motivation multiply.

However, there’s a cautionary tale here. When a large group of students shares the same home language, translanguaging can easily tip into linguistic habitus—a default to their home language for all communication. This can create an unintended divide in the classroom and limit exposure to English. To counter this, I’ve found the following strategies useful:

1. Set clear expectations: Encourage students to use English during specific activities, while allowing home language use strategically for brainstorming or clarifying concepts
2. Create mixed-language groups: Pair students with different linguistic backgrounds, fostering collaboration in English as a bridge language.
3. Acknowledge effort: Praise students for transitioning between languages effectively and encourage them to share insights in English.
4. Use roles strategically: Assign roles like “translator” or “English spokesperson” during group tasks to balance linguistic contributions.

My Recipe for Success: Balance

So, how do I juggle these three linguistic superpowers? The answer lies in balance. Here’s how it might look in practice:

Start monolingually: I kick off lessons in English with visuals, gestures, and clear explanations to immerse students.

Sprinkle in translation: When I hit a wall, I turn to translation—but only to clarify or scaffold for tricky concepts, vocabulary or instructions, not as a shortcut. Encourage students to refine their translations and explain their choices to the class.

Encourage translanguaging: I encourage students to compare sentence structures, brainstorm in their home language, and mix languages to explain complex ideas. Seeing them light up as they connect ideas is pure joy.

The Ultimate Superpower: Keep It Fun

Teaching EAL learners isn’t just about words—it’s about building bridges, inspiring connections and building confidence. Whether I'm miming “kangaroo", laughing at a mistranslation, or letting my students teach me a phrase in their language, I'm reminded that this is a playground, not a battlefield.

These superpowers—monolingualism, translation, and translanguaging—aren’t just tools. They’re bridges, helping me guide my students toward a world of understanding. When the classroom feels overwhelming, remind yourself: you’re not just teaching English. You’re teaching the art of communication, empathy, and shared understanding. And that, dear teacher, is the ultimate superpower.

But here’s the real challenge: if you still resort to only one of these superpowers, then you’re like a superhero using just one ability while ignoring the rest. Imagine Spider-Man refusing to use his webs or Wonder Woman leaving her lasso at home—it just doesn’t make sense!

After all, the ultimate goal is to equip EAL learners with the tools they need to thrive in the instructional language of the school: English. By thoughtfully combining monolingualism, translation, and translanguaging, we ensure they not only learn the language but also gain the confidence to engage fully in their academic and social lives. Embrace the full range of your linguistic powers, use them strategically, and watch your students soar—because when they succeed, so do you.