Translanguaging in Science Lessons: Exploring the Language of Science in L2 Low Achievers in a Public School Setting in Colombia

Garzón-Díaz, Edgar

doi:10.1007/978-3-030-70095-9_5

Cited by 6 publications

(1 citation statement)

References 22 publications

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“…These findings are not surprising as the use of translanguaging as a scaffold in science classrooms being taught in a second language without science modeling has shown it supports student mean‐making (Karlsson et al, 2019; Pun & Tai, 2021), science knowledge (Charamba, 2020), and engagement (Garzón‐Díaz, 2021). In conclusion, the findings of past modeling studies have suggested that modeling‐based pedagogy can increase ELs success in science by increasing their content understanding, mean‐making, academic vocabulary, ability to deploy multiple representations, enjoyment in science and engagement with science.…”

Section: Theoretical and Empirical Perspectivesmentioning

confidence: 86%

The effects of modeling‐based pedagogy on conceptual understanding, scientific reasoning skills, and attitudes towards science of English learners

Malone

2023

Science Education

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The use of scientific modeling has been shown to be highly effective in the learning of science content in multiple disciplines for non‐English Learners (EL). However, the benefits of using this pedagogy with ELs have not been heavily explored. This article discusses the use of modeling‐based evolution and population ecology pedagogical units in a sheltered biology high school class for ELs. A sheltered EL class is one where only ELs are enrolled and they learn both language and science concurrently. This article specifies the at the scaffolding used to adjust the pedagogy for this unique set of students. The effectiveness of this method was assessed using a convergent mixed method case study design. Data was collected using assessments in content, scientific reasoning and attitudes towards science (i.e., self‐efficacy, fascination, and valuation of science) as well as teacher interviews, and classroom observations. The cases were an EL modeling‐based sheltered biology class, and two non‐EL inquiry‐based biology classes, all at the upper secondary level. The EL modeling cohort achieved posttest comparison content scores that were not significantly different from the non‐EL cohort and significantly higher posttest scientific reasoning scores. The effect sizes in both of these cases were much larger for the EL cohort. The affective assessments demonstrated intriguing results with the EL cohort having a greater fascination with science than the non‐EL cohort but a decline in self‐efficacy. Both cohorts valued science to the same extent. This methodology holds promise in helping to decrease the science gap between ELs and non‐ELs taught with inquiry‐based pedagogies.

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