“Estoy Explorando Science”
Emergent bilingual students problematizing electrical phenomena through translanguaging
Datos Bibliográficos
| ID | 21392620 |
|---|---|
| Autores | Enrique Suarez (0000-0002-6550-8580, Teacher Education and Curriculum Studies University of Massachusetts Amherst Massachusetts, autor de correspondencia) |
| Año | 2020 |
| Volumen | 104 |
| Número | 5 |
| Páginas | 791-826 |
| Fecha de publicación | 2020-09-01 |
| 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.21588 |
| OpenAlex | W3134203597 |
| Idioma | EN |
| Citas recibidas | 76 |
| Referencias citadas | 86 |
As science education continues to embrace science‐as‐practice, equitable science learning environments must value and leverage emergent bilingual students' ways of communicating. This study investigates the translanguaging practices of a group of elementary‐aged emergent bilingual students while they problematized electrical phenomena. Building on asset‐oriented theories for supporting student learning, I utilize translanguaging as a theoretical and pedagogical lens for understanding how emergent bilingual students leverage their full semiotic repertoires for productive disciplinary engagement. The study took place in an out‐of‐school program focused on creating opportunities for students to problematize electrical phenomena, specifically electrical resistance. I present a close analysis of students constructing models of electric flow through a circuit and how electrical resistance regulates that flow. The findings also include evidence that students engaged in different kinds of translanguaging practices when problematizing electrical phenomena and co‐constructing knowledge with each other and the instructor. Specifically, students drew from and used multiple linguistic and nonlinguistic semiotic resources for communicating their models. Finally, the findings suggest that the instructor's pedagogical moves and own translanguaging practices implicitly signaled to students when and how to participate in translanguaging practices themselves. The findings emphasize the importance of desettling what counts as productive forms of communication in science for elementary‐aged emergent bilingual students by eschewing pedagogical models that police discursive boundaries. Therefore, equitable science learning environments must create opportunities for emergent bilingual students to leverage their full semiotic repertoires for meaning‐making, by inviting and valuing multiple languages and gestures
Gesture · Leverage (statistics) · Linguistics · Mathematics education · Meaning-making · Multilingualism · Pedagogy · Science education · Semiotics · Sociology · Translanguaging · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Reframing science teaching in multilingual Moroccan classrooms through spontaneous translanguaging practices
Teacher Professional Learning to Promote Science and Language Integration With Multilingual Learners
Pedagogical Translanguaging in Content Areas
Pedagogical Translanguaging as a Socially Just Strategy for Multilingual Students in Occupational Therapy
Signs of Learning—Multiple Modes as Support for Interaction in a Linguistically Diverse Physics Classroom
From Seeds to Harvest in Seven Weeks
Scientific literacy through an inquiry-based multimodal teaching
“But Who Eats the Mosquitos?”
Translanguaging in elementary science
‘Swirling' around translanguaging spaces of nature of science in multilingual classrooms
Thorny issues with academic language
Examining how multilingual learners engaged in a digital science modeling assessment through translanguaging
Translanguaging
“Unleashing the Potential Within”
Why do teachers vary in their instructional change during science PD? The role of noticing students in an iterative change process
Making in‐the‐moment learning visible
Examining the Affordances of Engineering and Curricular Supports for Learning Among Emerging Bilingual Elementary Afterschool Students
Latinx students embodying justice‐centered science
Teacher strategies to support student navigation of uncertainty
Engagement in high‐leverage science teaching practices among novice elementary teachers
Reframing formative assessment for emergent bilinguals
The effects of modeling‐based pedagogy on conceptual understanding, scientific reasoning skills, and attitudes towards science of English learners
English language proficiency standards aligned with content standards
Interlocking models in classroom science
Collective (Un)Learning
Science education with multilingual learners
Co‐creating a community of belonging and presence
Attending to Preservice Teachers' Assets
Can AI be racist? Color‐evasiveness in the application of machine learning to science assessments
“On Mars, we will speak Arabic”
Integrating Content and Language Instruction for Multilingual Learners
Critical Language Awareness and Educational Dignity in Science Teacher Preparation
Retiring the term English language learners
Epistemic uncertainty and the support of productive struggle during scientific modeling for knowledge co‐development
Asset and deficit discourses of student ideas in science formative assessment co‐design
Beyond assessing knowledge about models and modeling
Ting, tang, tong
Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions
“Science theatre makes you good at science”
Belonging in science classrooms
Multilingual learners' epistemologies in practice in the context of computational modeling in an elementary science classroom
Developing deep learning in science classrooms
Transmodalising pedagogy
A disciplinary perspective on translanguaging
From Americanization to equity
Translanguaging as mediated praxis
Broadening what counts as science
Translanguaging Interpretive Power in Formative Assessment Co-Design
Monolingual Momentum
Making visible invisibilized repertoires
Translanguaging at school
Translanguaging in US K–12 science and engineering education
Translanguaging practices in global K‐12 science education settings
Navigating the science education landscape
Language as “Resource”? Why Science Education's Raciolinguistic Histories Matter Today
Why Do Minoritized Students Deploy More Than One Language During a Physics Inquiry
Pedagogy of Whole Languaging Hearts
Language Views for Scientific Sensemaking Matter
Development of an Observation Protocol for Teachers' Culturally and Linguistically Responsive Science Instruction
Development of a questionnaire on teachers' beliefs, preparedness, and instructional practices for teaching NGSS science with multilingual learners
Sense‐Making Through Hybrid Talk
Enhancing Elementary Students Conceptual Understandings of Scientific Phenomena
Empowering Elementary Preservice Science Teachers
A Call to Reimagine Science Formative Assessment Systems Through Translanguaging
It's Just a Hot Mess
Toward pedagogías entrenzadas
Understandings entrenzados
When a monolingual science teacher and multilingual girls engage in science sensemaking through translanguaging
TRANSforming language use in science education through trans and queer studies
Bilingual, Black, Indigenous, and People of Color teacher candidates' translanguaging selves
Syrian refugee youths' science learning in a “dialogic” third space
Young children's translanguaging as emergent in and through open‐ended science pedagogies
Savviness of sixth graders
Bienvenidos a la conversación
Cultivating a higher level of student agency in collective discussion
Multilingual, Multimodal, and Multidisciplinary
Gesture and Thought
Translanguaging with Multilingual Students
Defining sensemaking
“The Coat Traps All Your Body Heat”
Discursive identity
Interaction Analysis
The role of gesture in communication and thinking
Developing a learning progression for scientific modeling
Pedagogies and Practices in Multilingual Classrooms
Language, Bilingualism and Education
Examining Classroom Science Practice Communities
Making Through the Lens of Culture and Power
Conjecture Mapping
Gestures
Epistemologies in practice
Disciplinary authority and accountability in scientific practice and learning
Guiding Principles for Fostering Productive Disciplinary Engagement
Justice‐centered science pedagogy
Rethinking diversity in learning science
‘Models of’ versus ‘Models for’
The Cambridge Handbook of the Learning Sciences
Clarifying translanguaging and deconstructing named languages
Translanguaging Practices and Language Ideologies in Puerto Rican University Science Education
Language and the Ingenuity Gap in Science
The language of ciencia
Bilingual education in the 21st century
Translanguaging practices at a bilingual university
Script, Counterscript, and Underlife in the Classroom
“Why in This Bilingual Classroom … Hablamos Más Español?” Language Choice by Bilingual Science Students
Reading as Situated Language
At Last
Spanglish as Literacy Tool
Beyond languages, beyond modalities
Translanguaging and the body
Interaction ritual and the body in a city meat market
Describe, don't prescribe. The practice and politics of translanguaging in the context of deaf signers
Multimodality in the New Content Standards Era
Emergent Bilinguals and Tesol
Deliberative Discourse Idealized and Realized
Translanguaging and Literacies
Science for All, including Students from Non-English-Language Backgrounds
Cultural Ways of Learning
Design Experiments in Educational Research
Science and Language for English Language Learners in Relation to Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics
Undoing Appropriateness
Translanguaging as a Practical Theory of Language
Toward a Theory of Culturally Relevant Pedagogy
Developing a Sociocritical Literacy in the Third Space
Science Education in Three-Part Harmony
Desettling Expectations in Science Education
Interpretive Journeys
Engaging Culturally and Linguistically Diverse Students in Learning Science
Moment Analysis and translanguaging space
Action and embodiment within situated human interaction
Situated Learning
| Obras citantes distintas | 76 |
|---|---|
| Citas por año | 15,2 |
| Intervalo de citas | 2021 - 2026 (6) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 76 |