Translanguaging: Virtual Informal Learning Among Multilingual Families

• In Event: Research in Informal Learning Environments During COVID-19

Abstract

Informal learning environments (ILE) such as museums, aquariums, science centers, children and historical museums are contexts where children can access educational resources and explore their interests in science (Crowley & Callanan, 1998; Haden, 2010). However, current literature on ILE has not focused on the experiences of multi/bilingual families from diverse backgrounds in these informal learning spaces. The absence of voices from multilingual families in ILE research sends implicit messages to the lack of representation. Using the translanguaging framework (Garcia & Kleifgen, 2019), which highlights the use of wide linguistic repertoires or multiple language among multilingual speakers during conversation; the study will describe the role that language(s) may play in the way multilingual families may talk about and make meaning of their interaction with the virtual aquarium. Many informal learning institutions have found ways to continue to facilitate some of their programs through distance learning methods in order to continue to engage the community in innovative ways (Ennes, 2021). Given the current social distancing context as well as addressing the issue of access of informal learning spaces for culturally and linguistically diverse families, the study also proposes a way to facilitate access for families to engage in informal learning in their home.
This qualitative study will employ semi-naturalistic observations, linguistic analysis, and a semi-structured interview protocol on 10 multilingual parent and child dyads. Participants will be video recorded while visiting three virtual aquarium exhibits through Zoom and undergo a follow-up interview about their home language practices and their experience in virtual ILE. Three different virtual aquariums featuring different types of sea animals were chosen for this study in order to promote interest and conversation between the parent and the child in a virtual setting. Recorded conversations of participants during the virtual exhibits and follow-up interview will be transcribed and translated verbatim. These transcripts will be used for linguistic analysis for language shifts and talk related to the exhibit. Collecting multiple data sources from each participant dyad will provide multiple insights to the language practices and interactions between a parent and child dyad during engagement in ILE as well as highlight how multilingual families leverage their language(s) in the context of informal learning virtually. Furthermore, the use of observational data will provide additional description to the language and thematic analysis of the conversations between participants during the virtual ILE.
Given the current context of social distancing, qualitative research investigating families’ current ways of engaging with informal science materials and exploring virtual ways of providing access to informal learning opportunities can illuminate the changing role of informal learning institutions for promoting children’s interest in STEM and science learning today. Highlighting the experiences of multilingual families in research that focus on the science learning of children address how community members from culturally and linguistically diverse population navigate and participate in the scientific spaces where they can explore their interest in science so that we may continue to represent communities of color, especially in the field of STEM and research.

Authors

• Grace Ocular, California State University - Long Beach

• Bryan Sanchez

• Kimberly Reynolds Kelly, California State University - Long Beach

• Betina Hsieh, California State University - Long Beach