Translanguaging Pedagogy in U.S. K-12 STEM Classrooms: A Systematic Meta-Synthesis Abstract

• In Event: AERA Roundtable Session Saturday 3:45 pm - Gold 3
  In Roundtable Session: Languages and languaging within technical and adaptive contexts: STEM revisited

Abstract

This meta-synthesis examined 18 U.S.-based empirical studies to explore how translanguaging is conceptualized and enacted in K–12 STEM classrooms. Using a systematic meta-synthesis approach, the review identified four overarching themes that illuminate the role of translanguaging in advancing equitable STEM education for multilingual learners (MLs). First, research gaps persist in math, early elementary, and English-dominant settings. Second, translanguaging is a syncretic, disciplinary practice leveraging MLs’ full repertoires. Third, MLs are positioned as disciplinary meaning-makers and teachers as collaborators. Fourth, challenges remain, including language separation ideologies and policy constraints. The study highlights translanguaging as an epistemic, multimodal framework that redefines STEM learning and calls for research, teacher education, and policy shifts to support its transformative potential.

Authors

• Sujin Kim, George Mason University

• Manqian Zhao, George Mason University

• Woomee Kim, George Mason University

• Bilgehan Ayik, George Mason University

• Dai Gu, George Mason University

• Xiaowen Chen, George Mason University

• Yixin Zan, George Mason University

• Kathleen Ramos, George Mason University