Translanguaging as Pedagogy: Developing Learner Scientific Discursive Practices in a Bilingual Middle School Science Classroom

Autor/inn/en	Infante, Paolo; Licona, Peter R.
Titel	Translanguaging as Pedagogy: Developing Learner Scientific Discursive Practices in a Bilingual Middle School Science Classroom
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 7, S.913-926 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Infante, Paolo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1526885
Schlagwörter	Science Instruction; Bilingual Education; Teaching Methods; Code Switching (Language); Second Language Learning; Second Language Instruction; English (Second Language); Discourse Analysis; Native Language; Language Usage; Intervention; Curriculum Development; Persuasive Discourse; Middle School Teachers; Middle School Students; Science Teachers; Spanish; Bilingual Education Programs; Charter Schools; Metropolitan Areas + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bilingual teaching; Bilingualer Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Diskursanalyse; Sprachgebrauch; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Persuasion; Persuasive Kommunikation; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Science; Science teacher; Wissenschaft; Spanisch; Charter school; Charter-Schule; Ballungsraum
Abstract	This article investigates translanguaging as pedagogy in an English/Spanish dual language middle school science classroom as teacher and students engage in scientific argumentation about issues of biodiversity. Drawing from literature on bilingual education, bilingualism, linguistically responsive teaching, and scientific argumentation, we consider how the translanguaging practices of a middle school science teacher afforded emergent bilingual students access to the discourse intensive scientific practices being foregrounded in a science education reform-based curriculum intervention. Using ethnographically informed data collection in conjunction with discourse analysis, teacher translanguaging is examined for its potential in framing and supporting student access to the practice of scientific argumentation. Results suggest translanguaging as pedagogy functioned as a linguistically responsive approach that afforded emergent bilinguals access to the scientific practices and content of the curriculum intervention. Implications for bilingual education and science education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01