Scientific modeling and translanguaging
A multilingual and multimodal approach to support science learning and engagement
Datos Bibliográficos
| ID | 21392851 |
|---|---|
| Autores | Ashlyn Pierson (0000-0003-2893-5126, Department of Teaching and Learning The Ohio State University Columbus Ohio USA, autor de correspondencia), Douglas B Clark (0000-0002-4757-8446, Werklund School of Education, Learning Sciences University of Calgary Calgary Alberta Canada), Corey Brady (0000-0002-4086-9638, Department of Teaching and Learning Vanderbilt University Nashville Tennessee USA) |
| Año | 2021 |
| Volumen | 105 |
| Número | 4 |
| Páginas | 776-813 |
| Fecha de publicación | 2021-07-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Science Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21622 |
| OpenAlex | W3158278053 |
| Idioma | EN |
| Citas recibidas | 60 |
| Referencias citadas | 103 |
Research suggests that translanguaging can be transformative for teaching and learning by making students' diverse linguistic resources a meaningful part of classroom discourse. Building on this study, researchers have explored how translanguaging practices can support learning in STEM (science, technology, engineering, and mathematics), primarily in the context of bilingual classrooms. However, in the United States, most students learn in English‐dominant classrooms. In response, researchers and educators have begun to explore strategies for inviting and leveraging translanguaging in English‐dominant classrooms, primarily focusing on literacy learning. Less is known about supporting translanguaging in English‐dominant STEM classrooms, particularly with monolingual teachers. In an English‐dominant sixth‐grade STEM classroom engaging in a 9‐week ecology unit, we explored how scientific modeling could not only provide a context for inviting translanguaging, but how it could also provide a setting where modeling and translanguaging could be experienced as analogous meaning‐making practices. Our findings demonstrate that translanguaging has the potential to support new kinds of learning in English‐dominant STEM classrooms, not only about STEM content and practices but also about what counts as legitimate and valuable participation in these spaces
Biology · Context (archaeology) · Literacy · Mathematics education · Meaning (existential) · Pedagogy · Sociology · Transformative learning · Translanguaging · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Multimodal Resources and Approaches for Teaching Young Adolescents
Pedagogical Translanguaging in Content Areas
Signs of Learning—Multiple Modes as Support for Interaction in a Linguistically Diverse Physics Classroom
Insights from think-alouds on how multilingual learners engage in translanguaging in a multilingual science assessment
Subjective Intelligence
Supporting Multilingual Learners Through Translanguaging Pedagogy in U.S. K–12 STEM Classrooms
“But Who Eats the Mosquitos?”
Ideological sensemaking in an elementary science professional development community
Culturally and Linguistically Sustaining Formative Assessment in science and engineering
Translanguaging in scientific practices
An orchestra of semiotic resources in a translanguaging science classroom
Integrating peer feedback and instructor feedback to support the construction of bilingual scientific argument maps
Translanguaging in elementary science
‘Swirling' around translanguaging spaces of nature of science in multilingual classrooms
Students Increased Their Conceptual Understanding of Biodiversity After a Modeling-Based Teaching and Learning Sequence
Thorny issues with academic language
Examining how multilingual learners engaged in a digital science modeling assessment through translanguaging
Operationalizing culture in CLIL
Intrinsic and instrumental care in pen pal letters
The effects of modeling‐based pedagogy on conceptual understanding, scientific reasoning skills, and attitudes towards science of English learners
Emotional configurations in STEM classrooms
Multilingual Learners as Designers of Science Communication
Science and Heritage Language Integrated Learning (SHLIL)
Interlocking models in classroom science
Collective (Un)Learning
Science education with multilingual learners
Co‐creating a community of belonging and presence
Translingual caring and translingual aggression
Critical Language Awareness and Educational Dignity in Science Teacher Preparation
Beyond assessing knowledge about models and modeling
Ting, tang, tong
Multilingual learners' epistemologies in practice in the context of computational modeling in an elementary science classroom
Designing to support equity-as-transformation perspectives for multilingual science learners
Crossing linguistic and disciplinary boundaries? Linguistic practices in STEM/S.T.E.M. classrooms, or how a multilingual habit does not make a multilingual monk
Exploring teachers’ language attitudes in the context of a bilingual primary educational system
A disciplinary perspective on translanguaging
Facilitating content learning through translanguaging in secondary EMI science classrooms
Making sense of English-medium medical education in the expanding circle
Translanguaging Interpretive Power in Formative Assessment Co-Design
Monolingual Momentum
An Integrated Pedagogical Approach to Enhance Hispanic Elementary Students’ STEM Learning and Motivation
A systematic review of research on translanguaging in STEM education
Translanguaging at school
A Review of Research on Engineering in K‐12 Science Education
Translanguaging in US K–12 science and engineering education
Translanguaging practices in global K‐12 science education settings
Transpositioning in linguistically diverse science classrooms
Newcomer Emergent Bilingual Students’ Meaning-Making in Urban Biology Classrooms
Language Views for Scientific Sensemaking Matter
The relationships between balanced-bilingual proficiency, executive function, and rational thinking
Development of a questionnaire on teachers' beliefs, preparedness, and instructional practices for teaching NGSS science with multilingual learners
Enhancing Elementary Students Conceptual Understandings of Scientific Phenomena
Empowering Elementary Preservice Science Teachers
Feeling a Goodness of Fit
It's Just a Hot Mess
Toward pedagogías entrenzadas
When a monolingual science teacher and multilingual girls engage in science sensemaking through translanguaging
Bilingual, Black, Indigenous, and People of Color teacher candidates' translanguaging selves
Justice‐centered STEM education with multilingual learners to address societal challenges
Savviness of sixth graders
Literacy as Translingual Practice
Co-Operative Action
Creating Scientific Concepts
Translanguaging with Multilingual Students
Translanguaging
Pedagogical translanguaging
Conjecture Mapping
Multimodal codemeshing
Translanguaging
Social Design Experiments
‘Models of’ versus ‘Models for’
English with an Accent
Transmodalities and Transnational Encounters
Unpacking Ideologies of Linguistic Purism
Conflicting Ideologies of Mexican Immigrant English Across Levels of Schooling
Multilingual Mathematics
Clarifying translanguaging and deconstructing named languages
Troubling translanguaging
Ideologies, norms, and practices in youth poly-languaging
The language of ciencia
Translanguaging as pedagogy
Translanguaging and named languages
‘May I speak Cantonese?’ – Co-constructing a scientific proof in an EFL junior secondary science classroom
The translanguaging classroom
Fifth graders’ use of gesture and models when translanguaging during a content and language integrated science class in Hong Kong
All Roads Lead to Computing
Borderlands/La Frontera
Disinventing and Reconstituting Languages
Script, Counterscript, and Underlife in the Classroom
Emergent Bilingual Students and Digital Multimodal Composition
Using Translation to Drive Conceptual Development for Students Becoming Literate in English as an Additional Language
Indigenous Youth Bilingualism from a Hawaiian Activist Perspective
Meaning Making and Translanguaging in a Two-Way Dual-Language Program on the U.S.-Mexico Border
Across Languages, Modes, and Identities
Translanguaging and the body
Coupling simulation and experiment
Pandora's Hope
Multimodality in the New Content Standards Era
Emergent Bilinguals and Tesol
Translanguaging in English‐Only Schools
Climate Change and Tesol
Translanguaging and Literacies
Designing to develop disciplinary dispositions
Across the Scales of Time
Translanguaging and embodied teaching and learning
Design Experiments in Educational Research
Writing in Multimodal Texts
Undoing Appropriateness
Translanguaging as a Practical Theory of Language
Developing a Sociocritical Literacy in the Third Space
Translanguaging and transnational literacies in multilingual classrooms
Identity and interaction
Desettling Expectations in Science Education
Making Space
The transformative limits of translanguaging
Language ideologies and the consequences of standardization
The Mangle of Practice
Experiencing language
| Obras citantes distintas | 60 |
|---|---|
| Citas por año | 12 |
| Intervalo de citas | 2021 - 2026 (6) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 59 |