Translanguaging in science education / Anders Jakobsson, Pia Nygård Larsson, Annika Karlsson, editors.
Jakobsson, Anders, editor.; Larsson, Pia Nygård, editor.; Karlsson, Annika, editor.
2021
P115.35
Available Online

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Title
Translanguaging in science education / Anders Jakobsson, Pia Nygård Larsson, Annika Karlsson, editors.
ISBN
9783030829735 (electronic bk.)
3030829731 (electronic bk.)
DOI
https://doi.org/10.1007/978-3-030-82973-5
Published
Cham, Switzerland : Springer, 2021.
Language
English
Description
1 online resource (1 volume) : illustrations (black and white).
Item Number
10.1007/978-3-030-82973-5 doi
Call Number
P115.35
Dewey Decimal Classification
404.2
Summary
This 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.
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Access limited to authorized users.
Source of Description
Description based on print version record.
Added Author
Jakobsson, Anders, editor.
Larsson, Pia Nygård, editor.
Karlsson, Annika, editor.
Series
Sociocultural explorations of science education ; v. 27.
Available in Other Form
Translanguaging in science education.
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Chapter 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).

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