Exploring Diverse Methods of Using Infographics in STEM Classrooms for Multilingual Learners

• In Event: AERA Roundtable Session Sunday 1:30 pm Four Seasons Ballroom 1
  In Roundtable Session: Language as Power for Breaking Barriers in Science: Translanguaging and Multilingual Strategies (Table 12)

Abstract

This study investigates the implementation of transmodalising multiliteracies pedagogy using infographics in upper elementary science classrooms, with a focus on multilingual learners (MLs). Eight science teachers and three ESOL teachers participated in the study. The qualitative data were collected during the two-year project including discussion transcripts from online workshops, teaching materials, field notes, student artifacts, and interview transcripts. The results highlight four distinct methods of integrating infographics into science classrooms: reading and analyzing infographics for acquiring content knowledge, creating infographics to facilitate academic writing, creating infographics for scientific research, and creating infographics for test preparation. The findings offer practical guidelines for teachers seeking to integrate infographics into their instructional practices, supporting a collaborative and informed educational environment.

Authors

• Sujin Kim, George Mason University

• Xiaowen Chen, George Mason University

• Eden Langston, George Mason University

• Kathleen Ramos, George Mason University

• Cynthia Graville-Smith, Saint Louis University