Translanguaging to Enhance Meaningful Family Problem-Based Learning in Science for Young Latinas

• In Event: Valuing Community Cultural Wealth: Building on Family Language Policies and Knowledge for Learning

Abstract

This qualitative study examines the critical role that translanguaging can play in an out-of-school program focused on broadening participation in science through the development of resources to empower Latinx families to assist their 5th and 6th grade daughters. The Family Science project consisted of 28 total sessions. Three themes emerged from document analysis and thematic coding of data sources including curricular materials, video recordings, and focus group interviews. First, the role of translanguaging in inviting parents into the daughters’ academic spaces is discussed. The second theme focused on the use of scientific terms that were used as part of the PBL-based sessions. The third theme focused on the daughters’ changed perspectives about their parents as scientists. Implications are discussed.

Authors

• Margarita Jimenez-Silva, University of California - Davis

• Maria Belen Buttiler, University of California - Davis

• Peter Rillero

• Katherine Short-Meyerson, University of Wisconsin - Oshkosh