Translanguaging Practices in Global K–12 Science Classrooms: A Systematic Literature Review

• In Event: Translanguaging and Multimodal Practices in Education

Abstract

Recently, there is a surge of literature on the implementation of translanguaging practices in the science context. By utilizing learners’ whole linguistic and semiotic repertoire, translanguaging promotes the building of an inclusive science class where bilinguals’ ways of knowing are not only respected but celebrated. The purpose of this systematic review was to synthesize the key features of empirical research published from 2010 to 2022 that reports translanguaging practices in K-12 science classrooms globally. Initial results indicate high heterogeneity in studied geographic contexts and a dominance of qualitative paradigm among other findings. Preliminary results are presented regarding the structure, function, and activities of translanguaging practices, followed by sources of synergies and tensions between translanguaging and science practices.

Authors

• Zhenjie Hou, University of Houston
  Presenting Author

• Jie Zhang, University of Houston
  Presenting Author

• Araceli Enriquez-Andrade, University of Houston
  Presenting Author