Language Views for Scientific Sensemaking Matter
A Synthesis of Research on Multilingual Students’ Experiences with Science Practices Through a Translanguaging Lens
Bibliographic Data
| ID | 9732187 |
|---|---|
| Authors | María González‐howard (0000-0003-3575-3937, The University of Texas at Austin, Austin, TX, corresponding author), Sage Andersen (0000-0003-4681-9671, The University of Texas at Austin, Austin, TX), Karina Méndez Pérez (0000-0003-2818-3390, The University of Texas at Austin, Austin, TX), Enrique Suarez (0000-0002-6550-8580, University of Massachusetts Amherst, MA) |
| Year | 2023 |
| Volume | 52 |
| Issue | 9 |
| Pages | 570-579 |
| Publication date | 2023-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x231206172 |
| OpenAlex | W4387975140 |
| Language | EN |
| Citations received | 23 |
| References cited | 40 |
This synthesis examines recent science education research on multilingual students’ experiences with language-rich science practices. Adopting a translanguaging lens, we explore how researchers’ language conceptualizations impact the science practices they study and the ways multilingual students are positioned. This analysis helps us understand the extent to which recent research is disrupting, or sustaining, minoritizing narratives about multilingual students and how they sensemake in science. Based on our findings, we suggest researchers: (1) reflect upon and expand their views of language, which will enable the field to develop more nuanced understandings of how language use across linguistic and multimodal resources permeates all science practices, and (2) consider how to expand multilingual students’ language repertoires for sensemaking while also valuing students’ existing language resources and practices
Field (mathematics · Knowledge management · Linguistics · Multilingualism · Narrative · Pedagogy · Sensemaking · Sociology · Translanguaging · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Second Language Learning and Teaching
Teacher Professional Learning to Promote Science and Language Integration With Multilingual Learners
“But Who Eats the Mosquitos?”
Examining how multilingual learners engaged in a digital science modeling assessment through translanguaging
An examination of student epistemic agency
“Unleashing the Potential Within”
On Epistemic Injustices
Examining the Affordances of Engineering and Curricular Supports for Learning Among Emerging Bilingual Elementary Afterschool Students
Collective (Un)Learning
Opportunity Gap at the Intersection of Language, Disability, and Science
Critical Language Awareness and Educational Dignity in Science Teacher Preparation
Negotiating Multilingualism in Indian Classrooms
Translanguaging in US K–12 science and engineering education
Translanguaging practices in global K‐12 science education settings
Broadening what counts as science
Language as “Resource”? Why Science Education's Raciolinguistic Histories Matter Today
Why Do Minoritized Students Deploy More Than One Language During a Physics Inquiry
Recontextualization in Multilingual Science Teacher Professional Learning
Enhancing Elementary Students Conceptual Understandings of Scientific Phenomena
Empowering Elementary Preservice Science Teachers
It's Just a Hot Mess
Understandings entrenzados
Bilingual, Black, Indigenous, and People of Color teacher candidates' translanguaging selves
Bienvenidos a la conversación
Translanguaging
“The Coat Traps All Your Body Heat”
Multiple Ways of Knowing
Epistemologies in practice
Rethinking diversity in learning science
Scientific modeling and translanguaging
A framework for science classroom assessment task design for emergent bilingual learners
Science education with multilingual learners
“Estoy Explorando Science”
Retiring the term English language learners
Academic vocabulary instruction and socio-scientific issue discussion in urban sixth-grade science classrooms
Instructional Supports
Clarifying translanguaging and deconstructing named languages
Translanguaging as pedagogy
At Last
Monolingual Momentum
Disciplinary Practices with Multilingual Learners in the Content Areas
A disciplinary perspective on translanguaging
Multimodality in the New Content Standards Era
Dynamic Assessment of English Learners in the Content Areas
English Learners in STEM Subjects
English Language Proficiency Standards Aligned With Content Standards
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
Translanguaging as a Practical Theory of Language
| Unique citing works | 23 |
|---|---|
| Citations per year | 11,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 23 |