Until some time ago, researchers and teachers believed that it was best to learn a language when it would be separated from other languages. Mixing languages in the same lesson was seen as an “academic deficiency”. Yet, this idea to separate languages in the learning process is changing.
For example in Wales, the concept of ‘translanguaging’ is not new. For some time they have been using and mixing two languages in teaching in the classroom. According to Anna Beres, who researched this phenomenon in Wales (2014), “translanguaging is when students receive information in one language, and are encouraged to produce an output of their learning in another language”. In some regions translanguaging can be a more natural phenomenon. For instance, in the bilingual region of Fryslân in the Netherlands, both Frisian and Dutch are used across the region. Also for me, switching between several languages at home and at work (Dutch, Frisian, English) seems a rather natural practice.
Could translanguaging in the context of Open Education Resources (OER) contribute to the creation of multilingual teaching material and foster language learning of lesser used languages as a more ‘natural practice’? Multilingual content in OER has also other advantages. For example, it offers the “opportunity to educate without language barriers” and “share and exchange knowledge in a multicultural environment”.
 Beres, A. (2014) Unleashing the power of the bilingual mind. Bangor University. Cognitive Neuroscience Society. Retrieved on October 31st 2014, from: http://www.cogneurosociety.org/bilingualmind_beres_guest/
 Tarasowa, D. e.o. (2014). Crowd-sourcing (semantically) Structured Multilingual Educational Content (CoSMEC) Open Praxis, vol. 6 issue 2, April–June 2014, pp. 159–170 (ISSN 2304-070X) 2014 OCWC Global Conference Selected Papers