top of page

STEM

"Scholars, using a translanguaging lens, perceive the linguistic production of bilinguals as complex and original. Moreover, they recognize that, in non-dominant classrooms, multilingual abilities need to be seen as learning tools."

- Amarndo Garza, 2017

The language of ciencia: translanguaging and learning in a bilingual science classroom

By Luis E. Poza

​

This article gives a glimpse into how translanguaging practices are used to develop academic skills and concepts in an elementary science classroom. This research takes place in a dual language bilingual elementary school, the cohort observed were two fifth grade classes that alternated between two teachers for each language of instruction (English and Spanish). This article focused on a Spanish science classroom, and how students used both English and Spanish as a resource to gather and present scientific research. Despite the classroom being primarily monolingual (Spanish), students used both English and Spanish in conversations, while collaborating with their peers in group work, and in research through multilingual resources. This article supports the use of translanguaging practices in a science classroom, and can be applied to classrooms where the teacher does not speak the same languages as their emerging bilingual students. Students are provided with opportunities to bring their own experiences into scientific inquiry and increase autonomy in learning by using their full linguistic repertoire. 

​

Critical Questions: 

  • As that not all classrooms have the same access to resources, what are some ways that schools can give students affordable multilingual resources? 

  • If the teacher was monolingual, how could their culminating projects be adjusted so that the teacher can still assess their learning? Or what resources could the teacher use to access their students' work in a different language? 

What does this look like in the classroom?

  • Group work with students that have the same language abilities

  • Code-switching while collaborating on a science research project 

  • Multilingual Resources: Research in both English and Spanish

    • Students can make meaning of the research by using their full linguistic repertoire to acquire information and build their vocabulary in the science curriculum. 

  • DragonflyTV- https://www.pbslearningmedia.org/collection/dragonflytv/ 

    • model videos and record presentations in order to practice oral presentations and reflect on improvements

“Negativo por negativo me va dar un… POSITIvo”: Translanguaging as a Vehicle for Appropriation of Mathematical Meanings

By Armando Garza

​

Rosales Middle School is a Two-Way Dual language Immersion Program (TWDLIP), in that it integrates native English speakers with native Spanish speakers. This study takes place in a Spanish 7th grade math class. Both the teacher and students are fluent in English and Spanish, however Spanish is primarily the language spoken in this class. In this study, the math teacher and students fluidly interchanged their use of both English and Spanish to demonstrate and build their mathematical understandings. In the lesson observed, students were asked to model, write and solve equations. The teacher read questions and provided explanations in both English and Spanish. He did not promote a separation of languages, which gave students more opportunities to participate in either language to better their understanding. The fluidity of translanguaging allowed for movement of the teaching and learning process, without the need to stop for linguistic misunderstandings. The article concludes with the implications of translanguaging practices in math lessons for English language learners. Translanguaging can be an effective teaching tool that facilitates mathematical literacy and understanding.

​

Critical questions:

  • In this classroom, the teacher is fluent in both English and Spanish, how can monolingual teachers offer the same opportunities to bilingual students to use translanguaging in their class?

What does this look like in the classroom?

  • Creating different access points to information

    • ​Questions/Explanations can be provided in different languages for all students to have access to them

      • If the teacher is monolingual, use technology to translate teaching materials to the students’ languages

  • Multiple methods of participating in class discussions on mathematical reasoning 

    • partners/small group/whole class

    • written/oral responses 

  • Culturally Relevant Math problems

The Role of Translanguaging in Computational Literacies

by Sara Vogel, Laura Ascenzi-Moreno, Christopher Hoadley & Kate Menken

​

 

This research seeks to answer how, when and why do student translanguage as they learn computational thinking. Students were asked to create three projects using a programming interface called Scratch (included in the classroom experience section). The two guiding principles of the study are translanguaging, and literate programming, which views programming as texts that humans read, write and discuss just as they do with other texts. Participating in Literacies and Computer Science (PiLaCS) research practice partnership collaborated with a New York City public middle school. 51% of the student population are English Language learners, and have the option for a Spanish-English bilingual program in the school. PiLaCS and teachers, created a Computer Science integrated curriculum for 6th and 7th grade “to meet in English and Spanish, content objectives in Language Arts, and computational thinking objectives.” Students used translanguaging practices as they completed their projects as they collaborated with one another, and as Scratch’s interface is multilingual and allows for changing the language used throughout their program. As students learned computational thinking, they practiced English, Spanish and made meaning of the new computational literacy that was being introduced to them.

​

Critical questions:

  • Programming makes me think of the variety of ways that people can express language. What are some other ways that computer science can provide opportunities to make meaning in the classroom? 

  • Access to new technology is a privilege that not all school districts have, what are some ways that students can learn computer science with limited or no access to computers?

What does this look like in the classroom?

  • Projects using Scratch in Language Arts classroom: 

  • Computer Science Unplugged: https://csunplugged.org/en/

  • Bring Technology into the classroom

    • Translating devices/websites/apps 

    • Alternatives to writing 

    • Video Chat with students in different countries for exposure to all languages of bilingual students

Additional Questions:

Based on this research, we can see the importance of giving students multiple ways of showing what they know, but when it comes to standardized tests most states only offer monolingual opportunities for students to answer the questions.

  • What changes can be made to standardized tests to adhere to translingual pedagogy?

  • How can teachers prepare students for the monolingual testing environment?

bottom of page