Translanguaging in Science Classrooms: Exploring Middle-school Science Teachers’ Planning, Enactments, and Perceptions of TL Implementations

• In Event: Multilingual Engagement in Disciplinary Literacy

Abstract

The qualitative study investigates 18 middle-school science teachers' planning, enactment, and perceptions of translanguaging practices in their classrooms following two years of PDs as part of a five-year federal funded project. The study analyzes the lesson plans, observations, and interviews of Spring 2024 using an eclectic approach. Teachers' effective use of multimodal and multilingual resources and strategic grouping, along with associated challenges, deepens the understanding of TL practices and various approaches in multilingual environments.

Authors

• Hien Thi Tran, University of Houston

• A K M Iftekharul Alam Chowdhury, Curriculum and Instruction, College of Education, University of Houston

• Jie Zhang, University of Houston

• Zhenjie Hou, University of Houston

• Sissy S. Wong, University of Houston

• Laveria F Hutchison, University of Houston