Translanguaging in the Secondary Science Classroom

Translanguaging

Translanguaging can be defined as a social practice, a theoretical framework, and a pedagogy. In this context translanguaging will describe a pedagogical approach to which students can learn science. Furthermore, it is important to define the makeup of a translanguaging classroom. A translanguaging classroom is any learning environment where students will deploy their entire linguistic repetoire to make meaning. In a translanguaging classroom students are not bound to using only the language of instruction. This space can only be created with student-teacher partnerships that foster the use of langauge pratices that help students learn in creative and meaningful ways (García et al., 2023)

Context

Within this context, I am a high school science teacher. My classes normally consist of human biology (freshman), environmental biology (sophomores), and an introduction to neuroscience class (juniors/seniors). My classes are English medium and normally contain at least 2 emergent bilinguals. Although the majority of my bilingual students speak Spanish, students also speak Polish, Haitian Creole, Arabic, Portuguese, and Russian.

The materials found here will be shown using examples from an introductory neuroscience class, though the strategies/protocols can be used within any discipline in science. Some of these materials have been previously used in a monolingual setting but have been modified to foster translanguaging in the science classroom. Many of the examples, but not all, align to materials I use in my neuroscience class.

10 Purposes for Pedagogical Translanguaging

10 Purposes for Pedagogical Translanguaging.pdf

The pedagogies outlined here will be guided by the 10 purposes for Pedagogical Translanguaging outline by (Hammond & Hesson,2023).

Identity Affirmation
Activate Prior Knowledge
Process New Information and Deepen/Extend Learning
Holistic Assessment
Metalinguistic Awareness
Cross-Linguistic Connections
Sociocultural Competence
Critical Consciousness
Communicate with Diverse Audience
Understand Multiple Perspectives

Next Generation Science Standards: Science and Engineering Practices

HS Practices Combined.pdf

The science standards adopted by Connecticut are the Next Generation Science Standards. These standards consist of a 3 dimensional schema that include Disciplinary Core Ideas (DCI), Science and Engineering Practices (SEPs), and Cross Cutting Concepts (CCCs). For the purpose of adopting a translanguaging approach to science pedagogy the protocols outlined here take into consideration only the SEPs, for these are practices that scientists and students of science engage in to explore scientific concepts. The SEPS lend themselves to being modified through a translanguaging lens. They are defined as:

Asking Questions and Defining Problems
Developing and Using Models
Planning and Carrying Out Investigations
Analyzing and Interpreting Data
Using Mathematics and Computational Thinking
Constructing Explanations and Designing Solutions
Engaging in Argument from Evidence
Obtaining, Evaluating, and Communicating Information

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