only a single new language is used, but rather all knowledge is implemented to support learning. Educators can also use translanguaging to compare and contrast the similarities and differe of language to solve the complexity of some words or sounds. Using bilingual texts can also support learners. Students can use resources from all languages they know to help them make sense of the text. History Archeological evidence points to Bilingual education going back to at least 4000–5000 years. While most modern research about bilingual education focuses on the later 20th century, there is also research that shows Greek and Latin both being learned by Roman Aristocrats. Modern Bilingual education systems emerged across Europe and North America in the 1960s and 1970s such as French Immersion in Canada. The ideology behind translanguaging emerged from the evolution of multilingual teaching practices, particularly the practices promoted by Teaching English to Speakers of Other Languages (TESOL), an international association designed to advance the quality of English language instruction. The beginnings of bilingual education in the United States asserted the primacy of speech and neglected written language learning. The second language instruction of the 1960s and 70s heavily utilized oral–aural drills, and written portions of the courses were mimetic and repetition oriented, and structure, form, syntax, and grammar were given priority status for learners. In this system there was no focus on actual language use, which led to a lack of knowledge about how language and communication work in real practice. In the late 1970s and 80s second-language education shifted to focus on the importance of communication and language use for participation in particular discourse communities. However, emphasizing language learning as a means to enter a discourse community was also problematic, as it pressured students to surrender their own language practices in order to become practicing members of the new discourse communities. Translanguaging as a focus of study first emerged in Bangor, Wales, in the 1980s. It is based on François Grosjean's idea that bilinguals are not two monolinguals in one. Cen Williams and his colleagues were researching strategies of using both Welsh and English in a single lesson in a classroom setting. Cen Williams' Welsh term "trawsieithu" was translated into English as "translanguaging" by their colleague Colin Baker. Scholars argue that translanguaging functions as an emancipation from the adverse second language acquisition pedagogies of the 20th century. They believe that translanguaging gives multilingual students