Translanguaging in the Science Classroom: Uncovering the Benefits and Value of Translanguaging for Multicompetent Students

• In Event: Reimagining Disciplinary Learning Through Expansive Approaches Toward Language in STEM

Abstract

Objectives. In science classrooms nationwide, teachers face the dual responsibility of teaching science and literacy. Students are asked to learn about content knowledge while developing their language practices associated with the discipline, an expectation of frameworks for science education (NGSS, 2013). With the pressure to focus on content knowledge, translanguaging pedagogies offers a possibility for learners to emphasize conceptual processing and verbalization of their thinking instead of language production. This paper is an initial investigation of the assumptions about translanguaging practices, particularly the benefits and value for teaching and learning in elementary science classrooms. We aim to understand the affordances of recent scholarship on translanguaging pedagogy for learning within science environments.

Theoretical framework. With the challenges many educators face in diverse science classrooms, translanguaging proposes to offer a lens to investigate interactions and promote scientific thinking (García & Kleifgen, 2020; Mazak & Herbas-Donoso, 2015; Poza, 2018). Proposed as a social justice theory and pedagogy, translanguaging promises to free the child from the limitations of the monolingual educational settings by deconstructing named-languages (García, 2019; García & Wei, 2015).

Methods and data. To investigate how students engage in translingual practices in elementary science contexts, this study focuses on multicompetent individuals (Cook, 2016). Using a conversation analysis approach (Seedhouse, 2004), we examined three vignettes from the same set of teachers in elementary science classrooms (across time and with different students). This work investigates the ways multicompetent students engage in translanguaging when talking about their experiments and designs. The episodes provide a glimpse on hybrid language practices in science within a specific context.

Results and significance. Our analysis suggests that participants engaged (or refrain from engaging) in translanguaging for a variety of purposes within the classroom. This work documented instances where students used translanguaging for social and academic purposes. However, availability of opportunities for language use does not guarantee that students will take up those opportunities. This work suggests that students draw on their language repertoire for three main purposes: (1) making comparisons between science and lived-experiences, (2) asking and answering procedural questions and (3) using a scientific nomenclature. We discuss the significance of translingual acts in terms of their value for the development of scientific notions and linguistic goals. This study documented the value and limitations of translingual interactions for engaging learners in the ways of knowing and speaking that feel authentic to their communities. This work also provides recommendations and cautionary notes about facilitating opportunities for students to draw on their repertoires when verbalizing their scientific thinking.

Authors

• Greses Perez, Tufts University

• Catherine Lemmi, California State University - Chico

• Bryan A. Brown, Stanford University