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  • Book
  • © 2021

Translanguaging in Science Education

  • Discusses challenges and opportunities in multilingual science classrooms

  • Uniquely addresses the concept of translanguaging in science education

  • Brings together an international group of researchers from science education and applied linguistics

Part of the book series: Sociocultural Explorations of Science Education (SESE, volume 27)

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eBook USD 109.00
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  • ISBN: 978-3-030-82973-5
  • Instant PDF download
  • Readable on all devices
  • Own it forever
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  • Tax calculation will be finalised during checkout
Hardcover Book USD 149.99
Price excludes VAT (USA)

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Table of contents (12 chapters)

  1. Front Matter

    Pages i-vi
  2. Translanguaging Within an Integrated Framework for Multilingual Science Meaning Making

    • Cory Buxton, Ruth Harman, Lourdes Cardozo-Gaibisso, Max Vazquez Dominguez
    Pages 13-38
  3. Translanguaging for STEM Learning: Exploring Tertiary Learning Contexts

    • Juliet Langman, Jorge Solís, Lina Martin-Corredor, Nguyen Dao, Karla Garza Garza
    Pages 39-60
  4. Young Children’s Transmodal Participation in Science Investigations: Drawing on a Diversity of Resources for Meaning-Making

    • Christina Siry, Sara Wilmes, Kerstin te Heesen, Doriana Sportelli, Sandy Heinericy
    Pages 61-85
  5. Students’ Multilingual Negotiations of Science in Third Space

    • Annika Karlsson, Pia Nygård Larsson, Anders Jakobsson
    Pages 119-141
  6. Translanguaging in Science Education in South African Classrooms: Challenging Constraining Ideologies for Science Teacher Education

    • Annemarie Hattingh, Carolyn McKinney, Audrey Msimanga, Margie Probyn, Robyn Tyler
    Pages 231-256

About this book

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.

Keywords

  • Multilingual Science Classrooms
  • Translanguaging in Science Education
  • Bilingual Students
  • Education Refugee Teenagers
  • Language Interactions
  • Learning Science
  • Make Sense of Science
  • Multilingual Students
  • Multi-Cultural Classroom
  • Primary Science Education
  • Trans-Semiotization

Editors and Affiliations

  • Science, Mathematics & Society, Malmö University, Malmö, Sweden

    Anders Jakobsson

  • Culture, Language & Media, Malmö University, Malmö, Sweden

    Pia Nygård Larsson

  • Science, Mathematics and Society, Malmö University, Malmö, Sweden

    Annika Karlsson

About the editors

Anders Jakobsson has been a professor of science education at Malmö University for many years and has served as a professor at several other universities in Sweden. He has been responsible for a number of research projects and is research leader for a large research program on Literacy and Inclusive Subject Teaching in a Multilingual Society (LIT) at Malmö University. He has also been a member of the Swedish Research Council (UVK).

Pia Nygård Larsson is associate professor in Swedish as a second language and education at Malmö University. Her research is related to teaching and learning from the perspective of classroom discourse and disciplinary literacy. Nygård Larsson has participated in several research projects in the area of science education and literacy in multilingual classrooms, and she is participating in the Disciplinary Literacy and Inclusive Teaching research program at Malmö University.

Annika Karlsson is a lecturer in science education at Malmö University. Her research is related to teaching and learning in multilingual science classrooms, and how language resources are used for meaning-making. She is particularly interested in multilingual students’ use of their linguistic repertoires in translanguaging science classrooms and its implications for students’ learning and empowerment in science education. Karlsson participates in the Disciplinary Literacy and Inclusive Teaching research program at Malmö University. 

Bibliographic Information

Buying options

eBook USD 109.00
Price excludes VAT (USA)
  • ISBN: 978-3-030-82973-5
  • Instant PDF download
  • Readable on all devices
  • Own it forever
  • Exclusive offer for individuals only
  • Tax calculation will be finalised during checkout
Hardcover Book USD 149.99
Price excludes VAT (USA)