Students' Language Repertoires in Science Education

• In Event: Multilingual Disciplinary Literacy

Abstract

We investigated how two groups of middle school science students defined their own linguistic repertoires and the ways in which they drew on multiple aspects of their repertoires during science activities. We found that the students described their linguistic repertoires with detail and complexity, and students from one group engaged in translanguaging during science activities. Students expressed the importance of the positioning of the teacher with regard to their own engagement in translanguaging practice.

Authors

• Catherine Lemmi, California State University, Chico

• Karla Lomeli, Santa Clara University