Intersections of Voice and Space in Multilingual Classrooms: Embodied Theorizations of Voice in Science Investigations With Plurilingual Students

• In Event: The Power and Possibility of Science Education Research in Culturally and Linguistically Diverse Contexts: Unpacking Critical Issues

Abstract

Our research is situated in Luxembourg, which has an immigrant population of over 50%, including over 160 nationalities represented. Over the past 25 years, Luxembourg has experienced “the highest sustained inflow of immigrants with respect to the total population” in Europe (Eurydice, 2004). This high diversity in the country is mirrored in schools, and many classrooms have children that speak a multitude of languages. Primary schools are trilingual (Luxembourgish, German, French), and children learn science and math through German, one of three official languages. Within this context, we conduct research on CLD children’s interactions during science investigations. In this presentation, we draw upon Bakhtinian notions of voice and space (Bakhtin, 1986), to examine the interplay of voice and space experienced and seen as students engage in inquiry science investigations, and the sociopolitical implications of this engagement. Multiple data sources were collected over three instructional units in a six-month period, including: video-recordings of students working as a class, in small groups, and individually; student learning artefacts, including science notebooks; and student interviews. Analysis involved identification of the forms of voice exhibited in instructional spaces that varied through identifying the multiple modes employed in interaction (Authors; Norris, 2012). Varying manifestations of voice that incorporated degrees of heteroglossia that were fluid and changing across activity forms were observed. At times this heteroglossia was visible in interaction, and at times it was latent. Excerpts from analysis to be shared will show examples of enactments of voice embedded within student-driven science instruction with ten-year- olds. From this, and other additional research projects we have conducted in Luxembourg with plurilingual students, we raise questions about the selection and use of theoretical lenses to examine voice and learning in multilingual learning contexts. This accordingly also leads to a questioning of methodological choices, as well. We wonder, how can we reveal voice in classrooms where students are learning science in languages they are also learning.

Authors

• Sara E.D. Wilmes, University of Luxembourg

• Christina Siry, University of Luxembourg