Translanguaging, Systemic Functional Linguistics, and Artificial Intelligence in K-12 Science Classrooms: A Multiple Case Study

• In Event: AERA Roundtable Session Sunday 11:45 am
  In Roundtable Session: Translanguaging

Abstract

This multiple case study explores how K-12 science teachers support bi/multilingual English Learners (ELs) who translanguage as a meaning-making tool. Drawing on Systemic Functional Linguistics (SFL), we analyze how translanguaging (TL) appears across ideational, interpersonal, and textual language metafunctions. Data include 123 classroom recordings, teacher interviews, and a survey on teachers’ beliefs about AI. Findings show teachers who are inclusive of translanguaging practices strategically scaffold scientific reasoning and discourse, foster inclusive classroom norms, and support structured academic writing. Teachers expressed mixed views on AI’s potential to support or hinder these efforts. We argue that translanguaging, framed through SFL and aligned with culturally sustaining pedagogy, can broaden definitions of academic engagement in science for ELs.

Authors

• Kaycie D Barron, University of Wisconsin - Madison

• Shamya Karumbaiah, University of Wisconsin - Madison

• Mariana Castro, University of Wisconsin - Madison

• Cynthia T. Baeza, University of Wisconsin - Madison