‘Swirling' around translanguaging spaces of nature of science in multilingual classrooms

Journal article

In order to create a linguistically inclusive environment for multilingual learners’ meaning making of nature of science (NOS), it is important to allow students to freely mobilise different linguistic and modal resources for meaning making. In this single case study of a Hong Kong seventh-grade linguistically diverse classroom, we characterise two types of translanguaging spaces for meaning making of NOS: NOS-negotiation space and NOS-inscription space. Furthermore, we articulate how linguistically diverse learners navigate within and across these two translanguaging spaces. Our findings indicate that the teacher and students discussed a network of NOS ideas using gestures, different named languages as well as visual resources within the NOS-negotiation space. Students co-learnt metalanguages of NOS and created a multimodal ensemble of NOS within the NOS-inscription space. We also identified factors that facilitate or impede students’ connection of NOS ideas across two translanguaging spaces. Research reported in the paper calls for science educators to explicitly design translanguaging spaces to foster an inclusive environment for linguistically diverse learners’ meaning making of NOS.

Authors: Cheung, KKC; Erduran, S; Oancea, A

• Publication status: Published
• Peer review status: Peer reviewed
• Publisher: Taylor and Francis Group
• Journal: International Journal of Science Education
• Publication date: 2025-01-01
• Acceptance date: 2024-12-10
• DOI: 10.1080/09500693.2024.2444439
• EISSN: 1464-5289
• ISSN: 0950-0693
• Language: English
• Keywords: translanguaging; nature of science; FFR; multimodal; multilingual