Translanguaging as a Pedagogical Strategy for Enhancing Multilingual Science Students’ Learning in Different Educational Contexts

Jakobsson, Anders; Larsson, Pia Nygård; Karlsson, Annika

doi:10.1007/978-3-030-82973-5_1

Cited by 4 publications

(3 citation statements)

References 27 publications

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“…Still another research direction could go beyond an exclusive focus on English, which was the medium of instruction in the focal classroom, by examining MLs' engagement in science practices through translanguaging (Jakobsson et al, 2021; Pierson et al, 2021; Pierson & Grapin, 2022; Suárez, 2020; Vogel et al, 2020). Translanguaging embraces the unitary repertoire of multilinguals that transcends socially constructed boundaries between meaning‐making resources (e.g., linguistic, multimodal, embodied; García & Li, 2014).…”

Section: Discussionmentioning

confidence: 99%

Multilingual learners' epistemologies in practice in the context of computational modeling in an elementary science classroom

et al. 2023

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The Next Generation Science Standards (NGSS) have spurred renewed interest in the epistemologies that students adopt as they engage in science practices. One framework for characterizing students' epistemologies is the epistemologies in practice framework (Berland et al. (2016), Journal of Research in Science Teaching, 53(7), 1082–1112), which focuses on students' meaningful use of four epistemic considerations: Nature, Generality, Justification, and Audience. To date, research based on the framework has primarily examined students' use of the epistemic considerations in the context of diagrammatic modeling. However, with computational technologies becoming more prevalent in science classrooms, the framework could be applied to investigate students' engagement in computational modeling. Moreover, computational modeling could be particularly beneficial to a fast‐growing population of multilingual learners (MLs) in the U.S. K‐12 context, who benefit from leveraging multiple meaning‐making resources (e.g., code, dynamic visualization). This study examined MLs' meaningful use of four epistemic considerations in the context of computational modeling in an elementary science classroom. Fifth‐grade MLs (N = 11) participated in two interviews about computational models they had developed as part of two NGSS‐designed instructional units that integrated computational modeling (in addition to other model types). Findings indicated that, while students used all four epistemic considerations across the interviews, some considerations (Nature and Generality) were used more frequently than others (Justification and Audience). Beyond diagrammatic modeling, computational modeling offered unique affordances for MLs to meaningfully use the considerations as well as to communicate this use, though not without some emergent challenges. Overall, this study highlights the promise of computational modeling for providing a rich sense‐making and meaning‐making context for MLs to use epistemic considerations. The study also highlights the importance of attending to both epistemic and linguistic aspects of MLs' science learning as well as the potential of interdisciplinary research for studying this learning.

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Section: Discussionmentioning

confidence: 99%

Multilingual learners' epistemologies in practice in the context of computational modeling in an elementary science classroom

et al. 2023

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“…Specifically, these perspectives have sought to deconstruct restrictive boundaries between named languages (“English” and “Spanish”; e.g., Otheguy et al, 2015, 2019), between “academic language” and everyday languaging practices (e.g., Jensen & Thompson, 2020), and between language and other semiotic modalities and resources (e.g., visual modality, gesture; e.g., Canagarajah, 2018). One prominent theory, translanguaging (García et al, 2021), turns attention to what language users do (hence languaging as a verb) to make meaning as they deploy resources fluidly and strategically in ways that transcend such restrictive boundaries (see Jakobsson et al, 2021, for a recent volume on translanguaging in science education). Beyond being a scaffold toward normative ways of using language in academic contexts (e.g., MLs use home language and visual aids until they transition to “academic English”), translanguaging emphasizes sustaining MLs' hybrid, agentive ways of making meaning and, ultimately, disrupting monoglossic ideologies and transgressing language policies that have contributed to the marginalization of multilingual people and communities (Poza, 2017).…”

Section: Recent Developments In Science Education With Mlsmentioning

confidence: 99%

Science education with multilingual learners: Equity as access and equity as transformation

et al. 2023

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Research in science education with multilingual learners (MLs) has expanded rapidly. This rapid expansion can be situated within a larger dialogue about what it means to provide minoritized students with an equitable education. Whereas some conceptions of equity focus on ensuring all students have access to the knowledge, practices, and language normatively valued in K‐12 schools (equity as access), increasingly prominent conceptions focus on transforming those knowledge, practices, and language in ways that center minoritized students and their communities (equity as transformation). In this article, we argue that conceptions of equity provide a useful lens for understanding emerging research in science education with MLs and for charting a research agenda. We begin by tracing how conceptions of equity have evolved in parallel across STEM and multilingual education. Then, we provide an overview of recent developments from demographic, theoretical, and policy perspectives. In the context of these developments, we provide a conceptual synthesis of emerging research by our team of early‐career scholars in three areas: (a) learning, (b) assessment, and (c) teacher education. Within each area, we unpack the research efforts in terms of how they attend to equity as access while pushing toward equity as transformation. Finally, we propose a research agenda for science education with MLs that builds on and extends these efforts. We close by offering recommendations for making this research agenda coherent and impactful: (a) being explicit about our conceptions of equity, (b) paying attention to the interplay of structure and agency, and (c) promoting interdisciplinary collaboration.

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“…Karlsson and colleagues (2019) explain that allowing students to express themselves using their L1s will increase content learning because it will facilitate for students to relate their everyday experience, which could for example be in Arabic, to the content in Science, which is in Swedish. Similarly, in a study within Study Tutoring, Dávila and Bunar (2020) discuss how study tutors articulated strong support for spontaneous translanguaging and illustrate how the spontaneous translanguaging that study tutors engaged in with the NAS seemed to reinforce NAS' identities and content learning (see also Jakobsson et al, 2021;Karlsson, 2019;Karlsson et al, 2018;Reath Warren, 2017Svensson, 2017Svensson, , 2020bToth & Paulsrud, 2017;Ünsal, 2017;Ünsal et al, 2018). However, that spontaneous translanguaging as a policy would increase content learning via more student participation appears somewhat simplistic.…”

Section: Translanguaging Will Increase Student Participation and Cont...mentioning

confidence: 99%

Translanguaging in Sweden: A Critical Review from an International Perspective

Fuster,

Bardel

2023

Preprint

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Translanguaging as a Pedagogical Strategy for Enhancing Multilingual Science Students’ Learning in Different Educational Contexts

Cited by 4 publications

References 27 publications

Multilingual learners' epistemologies in practice in the context of computational modeling in an elementary science classroom

Multilingual learners' epistemologies in practice in the context of computational modeling in an elementary science classroom

Science education with multilingual learners: Equity as access and equity as transformation

Translanguaging in Sweden: A Critical Review from an International Perspective

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