A newcomer’s spontaneous translanguaging in lower-secondary physics education

Uddling, Jenny; Warren, Anne Reath

doi:10.1080/19313152.2023.2208508

Cited by 3 publications

(1 citation statement)

References 26 publications

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“…Den vetenskapliga grunden för ett flerspråkigt språkbete i skolans alla ämnen vilar på forskning som visar att elever som är trygga i sin flerspråkiga identitet och elever som aktivt använder hela sin språkliga repertoar i skolarbete presterar bättre (SOU 2019:18). Genom att uppmuntra flerspråkande i skolarbetet ges fler elever tillfällen att uttrycka sig och ta plats i klassrummet, vilket bidrar till stärkt identitet, ökat deltagande i skolarbetet och, ytterst, förbättrade skolresultat (Carbonara & Scibetta, 2021;Cummins , 2021García & Li Wei, 2018;Svensson, 2019;Uddling & Reath Warren, 2023).…”

Section: Den Vetenskapliga Grunden För Flerspråkigt Språkarbeteunclassified

Mångfaldens möten: Interkulturalitet, utbildning och lärande

Bergnéhr,

Nilsson,

Silander

et al. 2024

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Föreliggande antologi behandlar mångfald, flerspråkighet och interkulturella perspektiv. Författarna till kapitlen förstår och förhåller sig på olika sätt till begreppet “interkulturalitet” och ett av antologins syften är att visa på vikten och bredden i den forskning som brukar förknippas med interkulturella perspektiv, flerspråkighet och mångfald inom skola och utbildning. Antologin binder samman och exemplifierar den mångfacetterade forskning som bedrivs på Linnéuniversitetet idag. Vår förhoppning är att du som forskare, blivande, lärare, yrkesverksam lärare eller lärarutbildare ska läsa, reflektera över och kunna ha nytta av bidragen.

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Section: Den Vetenskapliga Grunden För Flerspråkigt Språkarbeteunclassified

Mångfaldens möten: Interkulturalitet, utbildning och lärande

Bergnéhr,

Nilsson,

Silander

et al. 2024

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Translanguaging practices in global K‐12 science education settings: A systematic literature review

Hou,

Zhang,

JadAllah

et al. 2024

J Res Sci Teach

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Recently, there has been a surge of literature on the implementation of translanguaging pedagogy and practices in science education settings. By activating and validating learners' full communicative repertoire, translanguaging holds promise to build an inclusive science learning community where multilingual learners' ways of knowing are not only respected but celebrated and extended. Drawing from the dual synergy between translanguaging and science education on multimodalities and social justice agenda, this systematic review synthesized the key features of empirical research published from 2010 to 2023 that reported translanguaging practices in global K‐12 formal and informal science education settings. The results indicated high heterogeneity in the studied socio‐geographic landscapes and in the definition, implementation, and implication of translanguaging practices. Analysis of the science sense‐making practices indicates some epistemic practices are more widely represented than others, with marginal global differences observed. To maintain and embolden the synergy between science education and translanguaging, our findings recommend increased collaboration between Science, Technology, Engineering and Mathmatics (STEM) education and bilingual education and collaboration between teachers and researchers to develop an effective translanguaging environment for science learning.

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Young bilingual students' use of metacognitive strategies to overcome comprehension difficulties when reading in the foreign language

Leonet,

Arocena,

Saragueta

2024

Literacy

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This study investigates the use of metacognitive strategies by young emergent multilingual students in a translanguaging pedagogy scenario. From a multilingual perspective, we understand metacognition as a broader concept that refers to the learning or thinking processes that encapsulate metalinguistic and crosslinguistic awareness. We focus on the performance phase of the reading process where students deploy strategies and monitor the progress and quality of the activity. The participants were 48 bilingual fifth graders in a multilingual school in the Basque Autonomous Community in the north of Spain; 39.5% of the students had Basque as their first language, while 60.5% had Spanish, similar to the sociolinguistic context of the school, and all were learning English as a foreign language. Data for this study were collected in the English class while the students were set in pairs to complete a reading comprehension task. Their performance was audio‐recorded, and language‐related episodes were analysed to explore the strategic behaviour of the students. This analysis identified episodes where students talked about either their language production or language use. The findings show that although pedagogical translanguaging focuses mainly on raising crosslinguistic awareness, it can also develop a broader metalinguistic awareness and facilitate metacognitive reflection. The study highlights the link between enhancing metalinguistic awareness and the development of multilingual students' metacognitive knowledge for effective self‐regulated strategic behaviour when reading in a foreign language.

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A newcomer’s spontaneous translanguaging in lower-secondary physics education

Cited by 3 publications

References 26 publications

Mångfaldens möten: Interkulturalitet, utbildning och lärande

Mångfaldens möten: Interkulturalitet, utbildning och lärande

Translanguaging practices in global K‐12 science education settings: A systematic literature review

Young bilingual students' use of metacognitive strategies to overcome comprehension difficulties when reading in the foreign language

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