Applying a Translanguaging Perspective to Collaborative Problem-Solving

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

Abstract

This study draws on a translanguaging perspective to explore how translanguaging is utilized by multilingual learners (MLs) to collaborate with their peers by applying a collaborative problem-solving framework. We observed groups of sixth-grade MLs who collaborated on science learning activities. We found that MLs leveraged translanguaging while engaging in CPS in ways that directly corresponded to skills such as constructing knowledge and group coordination. However, we also found that the CPS framework did not assess translanguaging practices, including multimodal communication and linguistic convergence as CPS skills. Our findings inform both a view of translanguaging as an asset that MLs use for CPS, but also possible extensions to CPS frameworks to be more inclusive of culturally and linguistically diverse practices.

Authors

• Collin Pitts, Duke University

• Gengqi Xiao, University of Wisconsin-Madison

• Shamya Karumbaiah, University of Wisconsin - Madison

• Kaycie D Barron, University of Wisconsin - Madison

• Mariana Castro, University of Wisconsin - Madison

• Pragati Maheshwary, University of Wisconsin - Madison