Development and Validation of a Questionnaire to Document Elementary School Students’ Translanguaging and Transmodaling Attitudes and Use in Science Learning

• In Event: AERA Roundtable Session Saturday 3:45 pm - Gold 4
  In Roundtable Session: Translanguaging, Text, and the Aesthetics of Learning: Expanding the Boundaries of Disciplinary Literacies

Abstract

This study outlines the development and validation of a questionnaire measuring fifth graders’ attitudes and use of translanguaging and transmodaling in science classrooms. A pilot survey was administered, and exploratory factor analysis revealed four valid, reliable factors: attitudes toward teacher/student translanguaging, perceived translanguaging use, attitudes toward multimodaling/transmodaling, and perceived multimodal/transmodal use. The resulting factor structure differed from initial expectations. These differences, along with recommendations for revising items, further data collection, and analysis, will be discussed. The validated instrument offers potential for future research on translanguaging and transmodaling in science education and can inform the creation of similar tools.

Authors

• Kexin Zhang, University of Georgia

• Ai-Chu Elisha Ding, University of Georgia

• Katherine Martin, University of Georgia

• Jorge Hernandez Cervantes, Placeholder