Scientific Argumentation and Translanguaging Among Seventh Graders: A Mixed-Methods Study

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Abstract

Emergent bilingual students face dual challenges of learning scientific concepts in a new language. Translanguaging allows individuals to draw upon their full repertoire of linguistic resources to make meaning and communicate, improving their understanding and making learning opportunities more equitable. In this design-based implementation research study, we used mixed methods to explore the research questions: (1) How does the quality of students’ written arguments change over the course of a school year? and (2) How do emergent bilingual students draw upon language resources from English and Spanish in their written arguments? A multilevel time series model showed growth in written argumentation skills of 77 seventh graders. Qualitative analysis revealed varied approaches to using Spanish and English resources across students.

Authors

• Jeanna R. Wieselmann, Southern Methodist University

• Ashley M. Lozano, Dallas Independent School District

• J. Kyle Roberts, Southern Methodist University

• Muhammad Guntur Purwanto, University of Minnesota