PD Reflection 2025–2026
As a learning support teacher in the lower PYP, teaching global competence provides me with a meaningful framework to guide students who need additional help in developing both academic and life skills. Supporting students' social and emotional growth is crucial, as many lower PYP learners require guidance to build confidence, manage emotions, and develop empathy for others.
By integrating activities that foster understanding of diverse perspectives and cultures, I can help my students connect learning to real-world experiences and see themselves as part of a global community. This allows them to build not only academic competencies but also compassion, resilience, and a sense of belonging — qualities that are foundational for learners who need additional support.
Reflection on PYP Multilingual Learners and Translanguaging
Connecting to Culture and Identity
In the context of the Primary Years Programme (PYP), the approach to multilingual learners must go beyond mere translation. Translanguaging is a dynamic process that recognises and values the fluidity of language use among students — leveraging all the linguistic resources they bring to the classroom, including their home languages, to enhance their learning experiences.
Understanding that language is intertwined with culture and identity is essential. Each student comes to the classroom with a rich tapestry of experiences shaped by their cultural backgrounds. By acknowledging and integrating students' cultures into the learning environment, educators can create a more inclusive and affirming space. This not only validates students' identities but also enriches learning for all — incorporating stories, examples, and practices from students' cultures makes lessons more relevant and engaging, fostering a sense of belonging and ownership.
Embracing Local Languages
Allowing students to use their home languages during lessons is crucial. When students feel free to express themselves in their preferred language, they can engage more deeply with content, participate in discussions, and articulate their thoughts without the barriers a single language might impose. This supports cognitive development and helps them build a stronger foundation in both their home language and the language of instruction. Using multiple languages is not a sign of deficiency — it is a strength that enhances understanding and facilitates learning.
Providing Choices for Engagement
Choice plays a pivotal role in promoting student engagement and agency. When students are given options in how they demonstrate their learning — or which materials they use — they are more likely to take ownership of their educational journey. This autonomy fosters self-efficacy, as students see the direct impact of their choices on their outcomes. Allowing students to choose project topics, select reading materials in their preferred language, or decide how to present their work empowers them and increases motivation to participate actively.
The PYP framework for multilingual learners must embrace translanguaging as a multifaceted tool that goes beyond translation. By connecting to students' cultures and identities, embracing their home languages, and providing choices in learning, educators can create an environment that supports engagement, agency, and growth — cultivating a richer, more diverse classroom where all students can thrive.