Studying Informal Learning Among Bilingual and Multilingual Families in Uncertain Times: Methodological and Practical Considerations

• In Event: Informal Learning Is Not Canceled: Research and Program Implementation During a Global Pandemic

Abstract

Prior study has demonstrated the importance of informal learning environments (ILE) (e.g., aquaria) in providing families opportunities to engage with science content and practices, especially science-specific language (Crowley & Callanan, 1998; Haden, 2010), but the majority of ILE research has yet to address bilingual families’ linguistic interaction and engagement with informal science. Grounded in the learning progression framework, which explains how knowledge and skills increase in complexity along a developmental continuum (Bailey & Heritage, 2014), the proposed study will investigate age-related differences in bilingual families’ science language across multiple languages. Utilizing the translanguaging framework (Garcia, 2019), which highlights bilingual student’s use of English among other languages, the study will analyze whether and how bilingual parents and children engage in translanguaging within the context of informal learning environment. This poster highlights changes to the research design that may be necessary to accommodate current restrictions to informal learning environments.

Participants for this case study will be recruited from a larger study that investigates connections between ILE and formal science classrooms, including dual-language classrooms. Students from bilingual families who agreed to participate in the study will be observed in the classroom during the science curriculum implementation. Subsequently, families will visit the aquarium where they will be audio-recorded as well as observed systematically with behavioral checklist to be able to capture the potential presence of translanguaging during ILE. Two trained researchers will follow the participants from a distance to conduct systematic observations on parent and child’s behaviors, such as pointing, touching the tank, leading, and indicate the exhibit and stations the dyad visited.

However, most ILE are currently closed and may be substantially limited in capacity for the foreseeable future. Thus, procedures may potentially be adjusted within remote learning settings. To pursue the study, the science curriculum will be adjusted and implemented via online instruction and the informal learning environment will pivot to virtual resources available in the aquarium website to engage parent and children in conversations about science topics. Using any digital device available within the household, participants will be instructed to visit the virtual live exhibits from the aquarium website and audio record their conversations while they view the identified virtual exhibits remotely. All audio-recorded conversations will be transcribed verbatim, translated into English for analysis, and coded. Inductive analysis will be used to identify themes related to scientific processes, parent-child science language use, and the use of multiple languages in the conversation during ILE or informal learning remotely.

This proposal will discuss the methodological challenges of completing an ILE study while physical distancing and remote learning are still in effect and will highlight challenges in recruiting bilingual families in the given context. Solutions to the challenging circumstances, including how to pivot recruitment protocols, the necessary data collection modifications, and how to conduct informal learning research during distant learning and a pandemic will be offered.

Authors

• Grace Ocular, California State University - Long Beach

• Kimberly Reynolds Kelly, California State University - Long Beach

• Betina Hsieh, California State University - Long Beach