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Understanding how students compose CSM ideas is essential for engagement, the development of content knowledge, and a robust STEM identity. This case study focuses on the linguistic and pedagogical transformations during computer science and mathematics learning. We document these transformations accompanying idea formation and authorship to identify three essential findings: 1) Translanguaging provides a pedagogical tool for epistemic generativity, 2) Idea-crafting and pedagogical modeling, and 3) The concept of self-pedagogy. Students use translanguaging, exercising epistemic agency to order their learning experience and providing opportunities to reposition themselves and others. In one learning sequence, Joaquin, a student co-facilitator, uses space-time marking to help manage/organize current activity with past experience. These links establish an episodic account of learning that is managed, organized, and referenced as part of a larger narrative. In doing so, he authors a model that provides a substantive connection to content for his peers.
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When a monolingual science teacher and multilingual girls engage in science sensemaking through translanguaging: A pedagogical practice, disciplinary tool, and dignity‐affirming stance
Abstract Multilingual youth, from nondominant communities, are often denied critical opportunities for engagement in robust sensemaking due to deficit‐based perspectives and linguistic hierarchies. To advance equity, it is important to recognizeallyouth as epistemic agents and facilitate opportunities to take on intellectual positions. Drawing on translanguaging theory and critical sociocultural learning perspectives, we examine how a monolingual science teacher employed translanguaging as a dignity‐affirming stance, pedagogical practice, and disciplinary tool, providing multilingual girls with intellectual positions to engage in robust sensemaking. Using video‐interactional analysis, we explore a case of sophisticated sensemaking orchestrated by the teacher's discursive and embodied moves, following the girls' translanguaging practices and disciplinary ideas. Our findings demonstrate how a teacher's translanguaging stance, enacted as a pedagogical practice and disciplinary tool, supported him in developing interpretive power, revealing the multilingual girls' social, cognitive, and communicative brilliances.
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- Award ID(s):
- 1652752
- PAR ID:
- 10562864
- Publisher / Repository:
- Wiley Blackwell (John Wiley & Sons)
- Date Published:
- Journal Name:
- Journal of Research in Science Teaching
- Volume:
- 62
- Issue:
- 1
- ISSN:
- 0022-4308
- Format(s):
- Medium: X Size: p. 86-133
- Size(s):
- p. 86-133
- Sponsoring Org:
- National Science Foundation
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