The benefits of being multilingual

• Ask the class How many languages do you know? Elicit answers from all learners and write these up on the board.  
• Highlight that languages can be acquired through different means and can be used for multiple purposes. Identify the level of multilingualism in the class. 
• Give each learner a copy of the worksheet or show them slide 4 and ask them to make notes for the two columns on the table. First, they individually complete the table, using the examples on the slide to support if needed. 
• In small groups learners share their answers using the follow-up questions (or slide 5) to facilitate a discussion.  
• Alternatively, they could do a mingle after completing the table, finding people in the class who share the same languages as them and comparing how they learned and use them. 

• Use answers from the previous activity and the text on the worksheet (and slide 6) to introduce the topic of the reading (multilingualism). 
• In pairs/small groups, learners brainstorm some benefits of being multilingual (give an example if needed) and make notes on the worksheet/in their notebooks.
• Learners read the article introduction (slide 7) to see which ideas they came up with. 
• As a language upgrading task, learners could rewrite/add to their brainstorm notes using vocabulary from the text (e.g. if they wrote 'it helps your brain''– they could upgrade it to 'it enhances your cognitive abilities'). Monitor for support as needed.

• Highlight that translation is becoming more prominent as a tool for learning languages. 
• Put learners into groups of four. Allocate each learner a different section of the rest of the article. You can cut up the paragraphs from the article or simply direct each learner to a different paragraph. 
• (Slide 8) Give learners around 10 minutes to translate their section into a dominant language for them. They could use online translators, dictionaries or peer and teacher support where applicable.  
• (Slide 9) Learners then take it in turns to briefly summarise their section (benefit) in English to their group using their translation for reference.  
• Encourage them to make brief notes (in English or another language) as they listen to their peers.  
• Wrap up by asking which benefits resonate most with them. 

Note: This task is based on the C1 CEFR descriptors for Mediation:  

• Can translate (into Language B) texts (written in Language A), successfully conveying evaluative aspects and arguments. 
• Can summarise (in Language B) texts (in Language A). 

• Learners share their experience and views on the translation activity by discussing the follow-up questions on their worksheet (and slide 10).  

• Benefits of using translation/other languages 
  • Working together to translate in a group helps people talk deeply about what words mean and how they're used, pushing them to find similar words in another language. 
  • Translating can make it easier for beginners to write, letting them think in their own language first and then switch to the new one. 
  • Translating is like real life, especially now with the internet, where we often need to understand languages and convert from one to another. 
  • Comparing languages during translation helps us see differences in structure, lexis, idioms, etc. and identify interference caused by our main language. 
  • Teachers can tailor translation activities to target specific learning objectives, such as vocabulary, grammar, styles and registers. 
• Drawbacks  
  • Translation may take up a lot of time in class, reducing learners' exposure to and practice of the target language.  
  • The skills involved in translation may not be suitable for all kinds of learners. It may, for example, be best for learners who are more analytical or have preferences for verbal-linguistic learning strategies. It may not be suitable either for young learners or lower levels.  
  • Effective translation activities require a motivated class. 
  • The teacher may need to have knowledge of learners' other languages. 
  • Translating may take time and be challenging, so teachers also need to be good at it to help learners do it well.

• Learners complete the sentences in their worksheet (Slide 11) individually  
• Encourage them to write down any new language/phrases they have learned. They could share what they will do to remember these (i.e. add them to a word journal, review them at regular intervals, use them in an upcoming essay/conversation). 

• Distribute one copy of the handout to each learner. 
• They choose a language they have learned/are learning. Ensure learners understand the questions. You could provide your own examples if needed. 
• Individually, learners make notes against each question using a dominant language, then draft their paragraph in that language. 
• Learners then translate their paragraph into English. Encourage them to use translation tools and peer or teacher support for language.  
• To share their 'journeys' in English they could:  
  • put them up on the wall for a gallery walk. Learners walk around and read them all and guess who wrote each 'journey'
  • prepare and deliver a mini 'presentation' to the class
  • make a short video or infographic of their 'journey' for a social media site (e.g. TikTok/YouTube) to share with the class. Encourage them to be creative and incorporate images, infographics or music if possible.  
• Alternatively, the activity could be run in pairs. The learners complete their own notes and make a joint presentation/video/infographic of their language learning journeys.