English Language Learners Learn Life Cycles Through Translanguaging and Dialogic Discourse

• In Event: AERA Roundtable Session Sunday 11:45 am - Gold 3
  In Roundtable Session: Translanguaging as Praxis: Negotiating Multilingualism, Power, and Pedagogy

Abstract

From a sociocultural lens, language is fundamental in the learning and development process. In Lebanon, students whose home language is Arabic learn sciences in a second language without necessarily attaining the necessary competence in the second language to engage meaningfully in science. We videotaped life cycle lessons in a fifth-grade science classroom in Lebanon, where science was taught in English and translanguaging was encouraged. We identified themes in the teacher-student discourse. We found that students use their home language, Arabic, when faced with high cognitive demand, while the teacher used English predominantly while elaborating on scientific concepts. Despite that, the teacher fostered students’ understanding by translanguaging and scaffolding strategies, which we discussed. We provide implications for curriculum and instruction.

Authors

• Christelle Fayad, Texas Christian University

• Hayat Hokayem, Texas Christian University

• Sara Salloum, Ohio University