Translanguaging in a Middle School Science Classroom: Constructing Scientific Arguments in English and Spanish

Autor/inn/en	Licona, Peter R.; Kelly, Gregory J.
Titel	Translanguaging in a Middle School Science Classroom: Constructing Scientific Arguments in English and Spanish
Quelle	In: Cultural Studies of Science Education, 15 (2020) 2, S.485-510 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Licona, Peter R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-019-09946-7
Schlagwörter	Code Switching (Language); Translation; Bilingualism; English; Spanish; Bilingual Students; Bilingual Teachers; Language Usage; Middle School Teachers; Middle School Students; Science Instruction; Persuasive Discourse; Teaching Methods + Suchen Sie Ihr Suchwort? Bilingualismus; English language; Englisch; Spanisch; Sprachgebrauch; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Persuasion; Persuasive Kommunikation; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this article, we investigate translanguaging in an English/Spanish dual language, urban, middle school science classroom as the teacher and students employ a scientific argumentation framework to address biodiversity socioscientific issues. Drawing from theories of sociocultural psychology and sociolinguistics, we considered how engaging in scientific practices was constructed through concerted activity by a bilingual teacher and her emergent bilingual students across English and Spanish language practices. Using ethnographically informed data collection in conjunction with discourse analysis, teacher translanguaging was examined for its related functions in the science classroom and how this pedagogical practice afforded opportunities for framing and supporting scientific argumentation. Results suggest that the functions of teacher translanguaging fell into three main categories: maintaining classroom culture, facilitating the academic task, and framing epistemic practices. Of the three categories of translanguaging, this paper focuses on how framing epistemic practices proved to be of paramount importance in the teacher presenting and supporting the suite of practices comprising scientific argumentation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01