learning strategy that can enhance lexical skills. Learners can compare and contrast the grammatical structure and sounds of each language to build understanding of the new one. For examples some cognates can support comprehension and morphological understanding. For example: English / Spanish solid-sólido liquid-líquido gas-gaseoso Translanguaging and collaborative translation Using the first language to support the second language can benefit in numerous ways. Learners can connect their previous knowledge to their new learning. Additionally, technology can support the development and comprehension of multiple languages based on learning theories and strategies. This can also facilitate the visualization and interaction with grammar, pronunciation, and much of various languages simultaneously. According to Ofelia Garcia, translanguaging can contribute to education by: Collaborative translation can also contribute to translanguaging because many participants can translate simultaneously in the same document. This technique is fundamental because learners can utilize all the language knowledge, they have from their first, second or third language to input and expand knowledge in several areas. Cultural component Translanguaging allows learners to connect the information they already know to the new information. In a learning environment, learners should be able to use previous knowledge to build more structure and connections to what they already know. The implementation of translanguaging also preserves cultural heritage. Learners can transfer ways in which languages are similar to support understanding of one another and preserve their first language. Language is part of the Intangible cultural heritage that learners can maintain by using one language to make sense of the other. Literature There is a burgeoning body of latino literature that features translanguaging acts as cultural markers and as aesthetic devices, including literary fiction and children's books. Immigrant and second generation American authors feature translanguaging in their storyworlds, including Giannina Braschi, Susana Chavez-Silverman, and Junot Díaz. Braschi's translingual novel Yo-Yo Boing! (1998) offers many examples of translanguaging, code-switching, and liquidity, as well as Puerto Rican and Nuyorican dialectalisms (dar pon, vejigantes, chinas; ¡Ay, bendito!), all of which express a literary language and cultural markers. Yo-Yo Boing! demonstrates a metalinguistic awareness of translanguaging and the space between languages. The narrator states that “somos bilingües” (when she speaks of “barreras lingüísticas") and resorts to pseudo phonetic writing to represent colloquialisms, in Spanish or English. See also Linguistic imperialism Raciolinguistics Translingualism Multilingualism Spanglish References External links Bilingualism Code-switching Sociolinguistics