Scaffolding to make translanguaging a classroom norm

To optimize translanguaging pedagogies, particularly in English‐only environments, teachers need to scaffold translanguaging activities and help students recognize that translanguaging can benefit their learning in school. Consistent and well‐designed scaffolding can help classroom communities view translanguaging as a norm. In this article, the authors offer this argument along with some examples of how elementary teachers designed and implemented scaffolding for translanguaging as part of a teacher–researcher partnership. Scaffolding examples are shared with the hopes of connecting research to everyday instruction and expanding the dialogue regarding how teachers can support students in leveraging their languages other than English in school.