The Affordances of Leveraging Multilingual Repertoires in Scientific Reasoning Among Resettled Refugee Teens: Functions of Translanguaging in Scientific Reasoning

Daniel, Shannon M.; Ryu, Minjung; Tuvilla, Mavreen Rose S.; Wright, Casey Elizabeth

doi:10.1007/978-3-030-82973-5_6

Cited by 4 publications

(2 citation statements)

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“…Ryu and colleagues (Daniel et al, 2021; Ryu & Daniel, 2020; Ryu & Tuvilla, 2018; Ryu et al, 2020) designed and studied a community‐based afterschool STEM program that invited resettled Chin refugee high school students to learn about climate change. Chin people are ethnic minorities in Myanmar that comprise more than 30 different groups, each with unique cultural practices and named languages.…”

Section: Emerging Research In Science Education With Mlsmentioning

confidence: 99%

“…First, youth strategically blended humor and STEM discourse, thus crafting a space for themselves and their peers in which diverse identities (e.g., a funny person, a person who cares about others) could contribute meaningfully to collaborative justice-oriented work. Second, youth drew flexibly and strategically from their wide range of linguistic and semiotic resources to engage in scientific sense-making and provide caring social support for others (Daniel et al, 2021). For example, in situations in which learners had different levels of proficiency in different named languages, they communicated by speaking in one named language while listening in another (e.g., A spoke to B in Hakha, and B responded to A in Falam) while also leveraging other semiotic resources, such as gaze and body language.…”

Section: Informal Learning Settingsmentioning

confidence: 99%

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Science education with multilingual learners: Equity as access and equity as transformation

et al. 2023

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Research in science education with multilingual learners (MLs) has expanded rapidly. This rapid expansion can be situated within a larger dialogue about what it means to provide minoritized students with an equitable education. Whereas some conceptions of equity focus on ensuring all students have access to the knowledge, practices, and language normatively valued in K‐12 schools (equity as access), increasingly prominent conceptions focus on transforming those knowledge, practices, and language in ways that center minoritized students and their communities (equity as transformation). In this article, we argue that conceptions of equity provide a useful lens for understanding emerging research in science education with MLs and for charting a research agenda. We begin by tracing how conceptions of equity have evolved in parallel across STEM and multilingual education. Then, we provide an overview of recent developments from demographic, theoretical, and policy perspectives. In the context of these developments, we provide a conceptual synthesis of emerging research by our team of early‐career scholars in three areas: (a) learning, (b) assessment, and (c) teacher education. Within each area, we unpack the research efforts in terms of how they attend to equity as access while pushing toward equity as transformation. Finally, we propose a research agenda for science education with MLs that builds on and extends these efforts. We close by offering recommendations for making this research agenda coherent and impactful: (a) being explicit about our conceptions of equity, (b) paying attention to the interplay of structure and agency, and (c) promoting interdisciplinary collaboration.

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Section: Emerging Research In Science Education With Mlsmentioning

confidence: 99%

Section: Informal Learning Settingsmentioning

confidence: 99%