translations :(

You have multiple possible options (your comments are not entirely clear on your school's goals with multilingual education and if there is a policy of translanguaging so some may be better than others for you).

1. If your school does practice translanguaging, the best practice will be to have students complete translations themselves, scaffolding this process throughout the year; this would begin, perhaps, with fully translated texts provided to students at the start (see 2, below) and a gradual release of responsibility to the students as the year goes on.

2. Create complete translations yourself manually. This can be done by:
>Printing out a copy of each graphic you wish to use and then either a) using correction fluid/white-out to cover the English text and writing in the translations, or b) printing translations, cutting them out, and pasting them over the English text. You would then scan or photocopy (or both!) the newly translated texts.
>Downloading the PDFs of the graphics you wish to use and then either a) edit the text using a PDF editor (such as Adobe, particularly if your school has subscriptions available for staff), or b) converting the PDF to an image (Adobe can do this, as can several free apps online; some may have limits on the number of files you can convert for free, etc.) and then covering the English text with the translated texts in your chosen languages in a free image editor such as Microsoft Paint.

In both cases, you can leave some portions untranslated or only block out the English, leaving room for students to practice their own translations.

When I taught in China (100% ELL population), this would have been my ideal setup: Full color English version projected on the board (or small number of laminated color copies for groups) with greyscale, blocked-out versions for students to engage in translation exercises.

P.S. As for any BHP materials editors reading, I'd strongly urge, in the future, providing versions of the graphic biographies with already complete translations of some of the more common languages (Spanish, French, and Mandarin Chinese come to my mind as most useful out the gate) but also, more importantly, blocked/blanked out text boxes to allow for translations and ELL translanguaging practice.

You have multiple possible options (your comments are not entirely clear on your school's goals with multilingual education and if there is a policy of translanguaging so some may be better than others for you).

1. If your school does practice translanguaging, the best practice will be to have students complete translations themselves, scaffolding this process throughout the year; this would begin, perhaps, with fully translated texts provided to students at the start (see 2, below) and a gradual release of responsibility to the students as the year goes on.

2. Create complete translations yourself manually. This can be done by:
>Printing out a copy of each graphic you wish to use and then either a) using correction fluid/white-out to cover the English text and writing in the translations, or b) printing translations, cutting them out, and pasting them over the English text. You would then scan or photocopy (or both!) the newly translated texts.
>Downloading the PDFs of the graphics you wish to use and then either a) edit the text using a PDF editor (such as Adobe, particularly if your school has subscriptions available for staff), or b) converting the PDF to an image (Adobe can do this, as can several free apps online; some may have limits on the number of files you can convert for free, etc.) and then covering the English text with the translated texts in your chosen languages in a free image editor such as Microsoft Paint.

In both cases, you can leave some portions untranslated or only block out the English, leaving room for students to practice their own translations.

When I taught in China (100% ELL population), this would have been my ideal setup: Full color English version projected on the board (or small number of laminated color copies for groups) with greyscale, blocked-out versions for students to engage in translation exercises.

P.S. As for any BHP materials editors reading, I'd strongly urge, in the future, providing versions of the graphic biographies with already complete translations of some of the more common languages (Spanish, French, and Mandarin Chinese come to my mind as most useful out the gate) but also, more importantly, blocked/blanked out text boxes to allow for translations and ELL translanguaging practice.