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001441914 020__ $$a9783030829735$$q(electronic bk.)
001441914 020__ $$a3030829731$$q(electronic bk.)
001441914 0247_ $$a10.1007/978-3-030-82973-5$$2doi
001441914 035__ $$aSP(OCoLC)1303221457
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001441914 049__ $$aISEA
001441914 050_4 $$aP115.35
001441914 08204 $$a404.2$$223
001441914 24500 $$aTranslanguaging in science education /$$cAnders Jakobsson, Pia Nygård Larsson, Annika Karlsson, editors.
001441914 264_1 $$aCham, Switzerland :$$bSpringer,$$c2021.
001441914 300__ $$a1 online resource (1 volume) :$$billustrations (black and white).
001441914 336__ $$atext$$btxt$$2rdacontent
001441914 337__ $$acomputer$$bc$$2rdamedia
001441914 338__ $$aonline resource$$bcr$$2rdacarrier
001441914 4901_ $$aSociocultural explorations of science education ;$$vvolume 27
001441914 5050_ $$aChapter 1. Translanguaging as a pedagogical strategy for enhancing multilingual science students learning in different educational contexts (Anders Jakobsson, Pia Nygard Larsson and Annika Karlsson) -- Chapter 2. Translanguaging within an integrated framework for multilingual science meaning-making (Cory Buxton, Ruth Harman, Lourdes Cardozo-Gaibisso and Max Vazquez Dominguez) -- Chapter 3. Translanguaging for STEM learning: Exploring tertiary learning contexts (Juliet Langman, Jorge Solis, Lina Martin-Corredor, Nguyen Dao and Karla Garza Garza) -- Chapter 4. Young childrens transmodal participation in worm investigations: Drawing on a diversity of resources for meaning making in science (Christina Siry, Sara Wilmes, Kerstin teHeesen, DorianaSportelli and Sandy Heinericy) -- Chapter 5. Translanguagingin the science classroom: Drawing on students full linguistic repertoires in bi/multilingual settings (Catherine Lemmi, Greses Perez and Bryan A. Brown) -- Chapter 6. The affordances of leveraging multilingual repertoires in scientific reasoning among resettled refugee teens: Functions of translanguaging in scientific reasoning (Shannon Mary Daniel, Minjung Ryu, Mavreen Rose Santa-Ana Tuvilla and Casey Elizabeth Wright) -- Chapter 7. Students multilingual negotiations of science in third space (Annika Karlsson, Pia Nygard Larsson and Anders Jakobsson) -- Chapter 8. Translanguaging, trans-semiotizing, and trans-registering in a culturally and linguistically diverse science classroom (Peichang (Emily) He and Angel M. Y. Lin) -- Chapter 9. Translanguaging in middle school science: Written arguments about issues of biodiversity (Peter Licona and Gregory J. Kelly) -- Chapter 10. Contradictions confronting hybrid spaces for translanguaging in the Lebanese context: A CHAT perspective (Sara Salloum) -- Chapter 11. Translanguaging in science education in South African classrooms: Challenging constraining ideologies for science teacher education (Annemarie Hattingh, Carolyn McKinney, Audrey Msimanga, Margie Probyn and Robyn Tyler) -- Chapter 12. Leveraging multilingualism to support science education through translanguaging pedagogy (Erasmos Charamba).
001441914 506__ $$aAccess limited to authorized users.
001441914 520__ $$aThis edited volume explores diverse translanguaging practices in multilingual science classrooms in Hong Kong, Lebanon, Luxembourg, South Africa, Sweden and the United States. It presents novel opportunities for using students home, first or minority languages as meaning-making tools in science education. It also invites to explore the use of language resources and other multimodal resources, such as gestures and body language. In addition, it discusses and problematizes contingent hindrances and obstacles that may arise from these practices within various contexts around the world. This includes reviewing different theoretical starting points that may be challenged by such an approach. These issues are explored from different perspectives and methodological focus, as well as in several educational contexts, including primary, middle, secondary levels, higher education, as well as in after-school programs for refugee teenagers. Within these contexts, the book highlights and shares a range of educational tools and activities in science education, such as teacher-led classroom-talk, language-focused teaching, teachers use of meta-language, teachers scaffolding strategies, small-group interactions, and computer-supported collaborative learning.
001441914 588__ $$aDescription based on print version record.
001441914 650_0 $$aTranslanguaging (Linguistics)
001441914 650_0 $$aScience$$xStudy and teaching.
001441914 650_6 $$aTranslanguaging.
001441914 650_6 $$aSciences$$xÉtude et enseignement.
001441914 655_0 $$aElectronic books.
001441914 7001_ $$aJakobsson, Anders,$$eeditor.
001441914 7001_ $$aLarsson, Pia Nygård,$$eeditor.
001441914 7001_ $$aKarlsson, Annika,$$eeditor.
001441914 77608 $$iPrint version:$$tTranslanguaging in science education.$$dCham : Springer, 2022$$z9783030829728$$w(OCoLC)1295105205
001441914 830_0 $$aSociocultural explorations of science education ;$$vv. 27.
001441914 852__ $$bebk
001441914 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-030-82973-5$$zOnline Access$$91397441.1
001441914 909CO $$ooai:library.usi.edu:1441914$$pGLOBAL_SET
001441914 980__ $$aBIB
001441914 980__ $$aEBOOK
001441914 982__ $$aEbook
001441914 983__ $$aOnline
001441914 994__ $$a92$$bISE