Discursive Functions of Translanguaging in Science Learning Contexts: An Examination of Korean-English Bilingual Learners

• In Event: 69.057 - Roundtable Session 32
  In Roundtable Session: 69.057-7 - Language and Literacy in Science Learning Contexts

Abstract

Students from immigrant backgrounds frequently mix two or more languages to make sense of the world around them and to participate in social interactions. While scholars in bilingual education and second language learning and teaching have shown benefits of these translanguaging practices, little is known about forms and functions of translanguaging in science learning contexts. To fill this gap, this study examines translanguaging practices of Korean-English bilingual students in an afterschool science program. Findings of the study show six forms of translanguaging practices and various discursive functions in terms of negotiation of participant positions and collaborative scientific sense-making. The findings of the study will expand the knowledge base for translanguaging and provide pedagogical implications for multilingual learning contexts.

Author

• Minjung Ryu, Purdue University