Translanguaging in Engineering: Multicompetent Learners Navigating Language Norms

• In Event: Sheraton Roundtable Session One
  In Roundtable Session: Culturally and Linguistically Sustaining Pedagogical Practices (Table 13)

Abstract

This manuscript offers empirical data to the question of what would happen if we created linguistically-inclusive environments for learning engineering in early grades (elementary and early middle school). Researchers have connected the challenges of engaging learners in science talk to the complexity and power dynamics of scientific epistemic tasks and the failure of schools to provide adequate science instruction. The marginalization of students’ language resources may have contributed to these issues in urban science classrooms. These realities particularly affect the growing population of Multicompetent Learners who live between languages and cultures in the United States.

Author

• Greses Perez, Tufts University
  Presenting Author