A Newcomer's Spontaneous Translanguaging in Lower-Secondary Physics Education

Autor/inn/en	Uddling, Jenny; Reath Warren, Anne
Titel	A Newcomer's Spontaneous Translanguaging in Lower-Secondary Physics Education
Quelle	In: International Multilingual Research Journal, 17 (2023) 3, S.270-288 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Uddling, Jenny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2023.2208508
Schlagwörter	Code Switching (Language); Physics; Language Usage; Interpersonal Communication; Teacher Role; Early Adolescents; Foreign Countries; Science Education; Student Diversity; Grade 8; Multilingualism; Sweden + Suchen Sie Ihr Suchwort? Physik; Sprachgebrauch; Interpersonale Kommunikation; Lehrerrolle; Ausland; Naturwissenschaftliche Bildung; School year 08; 8. Schuljahr; Schuljahr 08; Mehrsprachigkeit; Multilingualismus; Schweden
Abstract	Research indicates that encouraging translanguaging can enhance learning in a range of contexts. However, there are few studies examining translanguaging for learning among newcomers in science education. This case study fills this research gap by examining in what ways a newcomer to the school uses translanguaging practices with his classmate to participate more fully in a linguistically diverse physics classroom, where neither the teacher nor a majority of the students share the same home language. The data comprises transcriptions of video and audio recordings and photographs from nine physics lessons (students aged 14-15 years). Translanguaging practices were identified and analyzed from a sociocultural perspective. Benito, the newcomer, spontaneously used English, Swedish, Spanish and Portuguese and prior knowledge in creative ways in interactions with his classmate during pair work, something that was not possible in whole class instruction. Multilingual peer dialogue, multilingual private speech and the use of multilingual artifacts increased learning opportunities. Moreover, Benito and his classmate Edin engaged in exploratory talk and demonstrated metalinguistic awareness. This study indicates that teachers who actively facilitate the use of students' multiple linguistic resources for sensemaking can contribute to a more egalitarian education and increase opportunities for learning in linguistically diverse classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01