Ashlyn E. Pierson|Douglas B. Clark|Conor Brady
Scientific modeling and translanguaging: A multilingual and multimodal approach to support science learning and engagement
The Ohio State University|University of Calgary|Vanderbilt University
abstract research suggests translanguaging transformative teaching learning making students diverse linguistic resources meaningful part classroom discourse building study researchers explored translanguaging practices support learning stem science technology engineering mathematics primarily context bilingual classrooms however united states students learn englishdominant classrooms response researchers educators begun explore strategies inviting leveraging translanguaging englishdominant classrooms primarily focusing literacy learning less known supporting translanguaging englishdominant stem classrooms particularly monolingual teachers englishdominant sixthgrade stem classroom engaging 9week ecology unit explored scientific modeling could provide context inviting translanguaging could also provide setting modeling translanguaging could experienced analogous meaningmaking practices findings demonstrate translanguaging potential support new kinds learning englishdominant stem classrooms stem content practices also counts legitimate valuable participation spaces