Translanguaging for STEM Learning: Exploring Tertiary Learning Contexts

Langman, Juliet; Solis, Jorge; Martin-Corredor, Lina; Dao, Nguyen Van; Garza, Karla

doi:10.1007/978-3-030-82973-5_3

Cited by 4 publications

(1 citation statement)

References 38 publications

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“…Moreover, EMI content lecturers, especially those whose EMI teaching goals involve both content and language learning and whose students do not have much English proficiency, require an enhanced understanding of the value of their students' linguistic repertoires. Therefore, training programs could introduce EMI lecturers to subject-specific examples of translanguaging (e.g., the function of languages in the scientific epistemic practices of choosing evidence, analyzing data, and designing solutions) and operable strategies (e.g., inviting students to share their linguistic identities) [92]. Meanwhile, an active use of translanguaging in class does not mean a positive perception toward translanguaging.…”

Section: Discussionmentioning

confidence: 99%

How Do EMI Lecturers’ Translanguaging Perceptions Translate into Their Practice? A Multi-Case Study of Three Chinese Tertiary EMI Classes

Jia

Pun

2023

Sustainability

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Translanguaging is discussed widely in the literature as a new pedagogical tool for English-medium instruction (EMI) that can challenge monolingual assumptions, mitigate English language barriers, and advocate for the full use of linguistic resources in meaning making. Different EMI lecturers have been found to hold diverse translanguaging perceptions and have adopted a variety of its functions. However, more needs to be known to close the knowledge gap between how each lecturer envisions and practices their translanguaging pedagogies, if any. Employing a qualitative method using data from semi-structured interviews and classroom observation, this study investigated three Chinese tertiary EMI engineering lecturers’ translanguaging perceptions and practices. Taken together, these three cases illustrate the complex relationship between translanguaging perceptions and practices according to their interactional (e.g., students’ difficulties in understanding full EMI), socio-cultural (e.g., the socially constructed value of full EMI), and personal factors (e.g., EMI teaching experiences). We propose that the negotiation among these three domains can promote or withhold the transfer of translanguaging perceptions into practice. We use our findings to call for EMI training programs to encourage lecturers’ reflections regarding what languages are or can be used in EMI classrooms and how and why from socio-cultural, personal, and interactional perspectives.

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Section: Discussionmentioning

confidence: 99%

How Do EMI Lecturers’ Translanguaging Perceptions Translate into Their Practice? A Multi-Case Study of Three Chinese Tertiary EMI Classes

Jia

Pun

2023

Sustainability

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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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Introducing Computational Thinking in Middle-Schools using a Culturally-responsive Game through a Researcher-Practitioner Partnership

Villanueva-Miranda,

Mortimer,

Akbar

et al. 2023

2023 IEEE International Conference on Big Data (BigData)

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Translanguaging for STEM Learning: Exploring Tertiary Learning Contexts

Cited by 4 publications

References 38 publications

How Do EMI Lecturers’ Translanguaging Perceptions Translate into Their Practice? A Multi-Case Study of Three Chinese Tertiary EMI Classes

How Do EMI Lecturers’ Translanguaging Perceptions Translate into Their Practice? A Multi-Case Study of Three Chinese Tertiary EMI Classes

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

Introducing Computational Thinking in Middle-Schools using a Culturally-responsive Game through a Researcher-Practitioner Partnership

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