Mediating hybrid spaces in the bilingual science class by learning to cultivate children's metaphors

Informing research on generative artificial intelligence from a language and literacy perspective: A meta‐synthesis of studies in science education

“…This construct does more than describe an emergent linguistic phenomenon; it is also promoted as a pedagogy to allow students to harness all their language resources for science learning (Karlsson et al, 2020;Licona & Kelly, 2020). Translanguaging pedagogy builds on previous research on third space, underscoring how diverse students utilize a hybrid of vernacular and academic scientific language to connect science with their lived experiences (Brown & Spang, 2008;Martínez-Álvarez et al, 2018). Recent studies have examined how translanguaging and hybridity support emerging bilingual in navigating between their first and second languages during science learning, for example, between Arabic and Swedish (Karlsson et al, 2019(Karlsson et al, , 2020, Turkish and Swedish (Ünsal et al, 2018), Sotho and English (Charamba, 2020), Korean and English (Ryu, 2019), Spanish and English (Licona & Kelly, 2020;Martínez-Álvarez et al, 2018), and English and Spanish (Quílez, 2021).…”