Abstract
In recent years, translanguaging has emerged as both a theoretical and pedagogical concept through which to examine how multilingual speakers learn by leveraging their full set of linguistic resources (Vogel S, García O, Translanguaging. Publications and Research. https://academicworks.cuny.edu/gc_pubs/402, 2017). With a translanguaging lens, researchers in STEM education have examined how multilingual learners draw on both home- and school-based, informally and formally taught concepts as they develop proficiency in math and science concepts and processes. This study examines unplanned (spontaneous) translanguaging practices in tertiary engineering lectures and provides an initial analysis of how faculty and students think about language and translanguaging as part of their teaching and learning. Finally, we explore how sharing information on spontaneous students translanguaging may provide faculty with insights into pedagogical practices that can address Hispanic and multilingual Spanish English-speaking students’ needs.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
See also Hattingh et al. (2022) for a similar context in post-colonial South Africa.
- 2.
See Lemmi et al.’s (2022) discussion on bilingual students’ meta-awareness of translanguaging in relation to social roles and academic purposes.
- 3.
See also Hattingh et al. (2022) for more case studies on spontaneous translanguaging.
- 4.
All names, with the exception of the authors, are pseudonyms.
- 5.
In each excerpt, the original transcription is on the left and the translation on the right. Spanish appears in bold in both the original and the translation.
- 6.
See Daniel et al. (2022) for further examples and discussion of students drawing on various languages to explain, discuss, and check one another for understanding during small group interactions. See also Karlson et al. (2022) on how negotiations of meaning are increased through multilingual and discursive loops.
- 7.
In the Engineering class structure, a lecture generally consists of 90 (or more) students and lasts 1 hour and 15 minutes, while a recitation section generally consists of 30 (or less) students and lasts 1 hour.
References
Baker, C., & Wright, W. E. (2017). Foundations of bilingual education and bilingualism (6th ed.). Multilingual Matters.
Brettenny, B., & de Klerk, V. (1995). Bilingualism: The one-person one-language bond. Language Matters, 26(1), 40–58.
Burg, E., Klages, M., & Sokolski, P. (2013). Beyond “parallel play”: Creating a realistic model of integrative learning with community college freshmen. Learning Communities: Research & Practice, 1(1), 13.
Buxton, C., Harman, R., Cardozo-Gaibisso, L., & Vazquez Dominguez, M. (2022). Translanguaging within an integrated framework for multilingual science meaning-making. In A. Jakobsson, P. Nygård Larsson, & A. Karlsson (Eds.), Translanguaging in Science Education. Springer.
Canagarajah, A. S. (2013). Translingual practice: Global Englishes and cosmopolitan relations. Routledge.
Carroll, K. S., & Mazak, C. M. (2017). Language policy in Puerto Rico’s higher education: Opening the door for translanguaging practices. Anthropology & Education Quarterly, 48(1), 4–22.
Caruso, E. (2018). Translanguaging in higher education: Using several languages for the analysis of academic content in the teaching and learning process. Language Learning in Higher Education, 8(1), 65–90.
Cole, M. W., David, S., & Jiménez, R. T. (2016). Collaborative translation: Negotiating student investment in culturally responsive pedagogy. Language Arts, 93(6), 430-443.
Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94(1), 103–115.
Daniel, S., Ryu, M., Tuvilla, M., & Wright, C. (2022). The affordances of leveraging multilingual repertoires in scientific reasoning among resettled refugee teens: Functions of translanguaging in scientific reasoning. In A. Jakobsson, P. Nygård Larsson, & A. Karlsson (Eds.), Translanguaging in Science Education. Springer.
Espinosa, C. M., Herrera, L. Y., & Gaudreau, C. M. (2016). Reclaiming bilingualism: Translanguaging in a science class. In O. García & T. Kleyn (Eds.), Translanguaging with multilingual students: Learning from classroom moments (pp. 160–177). Routledge.
Fuller, J. M. (2012). Bilingual pre-teens: Competing ideologies and multiple identities in the U.S. and Germany. Routledge.
García, O. (2009). Education, multilingualism and translanguaging in the 21st century. In A. Mohanty, M. Panda, R. Phillipson, & T. Skutnabb-Kangas (Eds.), Multilingual education for social justice: Globalising the local (pp. 128–145). Orient Blackswan.
García, O., & Kleyn, T. (2016). Translanguaging with multilingual students: Learning from classroom moments (1st ed.). Routledge.
García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism, and education. Bilingual Research Journal, 37(3), 366–369.
Garza, A. (2017). “Negativo por negativo me va dar un… POSITIvo”: Translanguaging as a vehicle for appropriation of mathematical meanings. In J. Langman & H. Hansen-Thomas (Eds.), Discourse analytic perspectives on STEM education: Exploring interaction and learning in the multilingual classroom (pp. 99–116). Springer.
Garza, E., & Arreguín-Anderson, M. G. (2018). Translanguaging: Developing scientific inquiry in a dual language classroom. Bilingual Research Journal, 41(2), 101–116.
Gibbons, P. (2006). Bridging discourses in the ESL classroom: Students, teachers and researchers. Bloomsbury Publishing.
Goodman, B. A. (2016). 4. The ecology of language and Translanguaging in a Ukrainian university. In C. M. Mazak & K. S. Carroll (Eds.), Translanguaging in higher education: Beyond monolingual ideologies (pp. 50–69). Multilingual Matters.
Hattingh, A., McKinney, C., Msimanga, A., Probyn, M., & Tyler, R. (2022). Translanguaging in science education in South African classrooms: Challenging constraining ideologies for science teacher education. In A. Jakobsson, P. Nygård Larsson, & A. Karlsson (Eds.), Translanguaging in Science Education. Springer.
He, P., Lai, H., & Lin, A. M. Y. (2017). Translanguaging in a multimodal mathematics presentation. In C. M. Mazak & K. S. Carroll (Eds.), Translanguaging in higher education: Beyond monolingual ideologies (pp. 91–118). Multilingual Matters.
He, P., & Lin, A. M. Y. (2022). Translanguaging, trans-semiotizing, and trans-registering in a culturally and linguistically diverse science classroom. In A. Jakobsson, P. Nygård Larsson, & A. Karlsson (Eds.), Translanguaging in Science Education. Springer.
Karlsson, A., Nygård Larsson, P., & Jakobsson, A. (2019). Multilingual students’ use of translanguaging in science classrooms. International Journal of Science Education, 41(15), 2049–2069.
Karlsson, A., Nygård Larsson, P., & Jakobsson, A. (2020). The continuity of learning in a translanguaging science classroom. Cultural Studies of Science Education, 15(1), 1–25.
Karlsson, A., Nygård Larsson, P., & Jakobsson, A. (2022). Students’ multilingual negotiations of science in third space. In A. Jakobsson, P. Nygård Larsson, & A. Karlsson (Eds.), Translanguaging in Science Education. Springer.
Langman, J. (2014). Translanguaging, identity, and learning: Science teachers as engaged language planners. Language Policy, 13(2), 183–200.
Lemmi, C., Pérez, G., & Brown, B. A. (2022). Translanguaging in the science classroom: Drawing on students’ full linguistic repertoires in bi/multilingual settings. In A. Jakobsson, P. Nygård Larsson, & A. Karlsson (Eds.), Translanguaging in Science Education. Springer.
Lewis, C. C., Perry, R. R., Friedkin, S., & Roth, J. R. (2012). Improving teaching does improve teachers: Evidence from lesson study. Journal of Teacher Education, 63(5), 368–375.
Li, W., & Zhu, H. (2013). Translanguaging identities and ideologies: Creating transnational space through flexible multilingual practices amongst Chinese University students in the UK. Applied Linguistics, 34(5), 516–535.
Licona, P. R., & Kelly, G. J. (2020). Translanguaging in a middle school science classroom: Constructing scientific arguments in English and Spanish. Cultural Studies of Science Education, 15(2), 485–510.
Licona, P., & Kelly, G. J. (2022). Translanguaging in middle school science: Written arguments about issues of biodiversity. In A. Jakobsson, P. Nygård Larsson, & A. Karlsson (Eds.), Translanguaging in Science Education. Springer.
Lin, A. M. Y. (2019). Theories of trans/languaging and trans-semiotizing: Implications for content-based education classrooms. International Journal of Bilingual Education and Bilingualism, 22(1), 5–16.
Makalela, L. (2016). Translanguaging practices in a South African Institution of Higher Learning: A case of Ubuntu multilingual return. In C. M. Mazak & K. S. Carroll (Eds.), Translanguaging in higher education: Beyond monolingual ideologies (pp. 11–28). Multilingual Matters.
Martin-Beltrán, M. (2014). “What do you want to say?” how adolescents use Translanguaging to expand learning opportunities. International Multilingual Research Journal, 8(3), 208–230.
Mazak, C., & Carroll, K. S. (Eds.). (2016). Translanguaging in higher education: Beyond monolingual ideologies. Multilingual Matters.
Mazak, C. M., & Herbas-Donoso, C. (2014). Translanguaging practices and language ideologies in Puerto Rican University Science Education. Critical Inquiry in Language Studies, 11(1), 27–49.
Mazak, C. M., & Herbas-Donoso, C. (2015). Translanguaging practices at a bilingual university: A case study of a science classroom. International Journal of Bilingual Education and Bilingualism, 18(6), 698–714.
Mazak, C. M., Mendoza, F., & Mangonéz, L. P. (2016). Professors translanguaging in practice: Three cases from a bilingual university. In C. M. Mazak & K. S. Carroll (Eds.), Translanguaging in higher education: Beyond monolingual ideologies (pp. 70–90). Multilingual Matters.
Otheguy, R., García, O., & Reid, W. (2019). A translanguaging view of the linguistic system of bilinguals. Applied Linguistics Review, 10(4), 625–651.
Phillipson, R. (2009). English in globalisation, a Lingua Franca or a Lingua Frankensteinia? TESOL Quarterly, 43(2), 335–339.
Poza, L. E. (2018). The language of ciencia: Translanguaging and learning in a bilingual science classroom. International Journal of Bilingual Education and Bilingualism, 21(1), 1–19.
Probyn, M. (2015). Pedagogical translanguaging: Bridging discourses in South African science classrooms. Language and Education, 29(3), 218–234.
Siry, C., Wilmes, S., te Heesen, K., Sportelli, D., & Heinericy, S. (2022). Young children’s transmodal participation in science investigations: Drawing on a diversity of resources for meaning-making. In A. Jakobsson, P. Nygård Larsson, & A. Karlsson (Eds.), Translanguaging in Science Education. Springer.
Vogel, S., & García, O. (2017). Translanguaging. Publications and Research. https://academicworks.cuny.edu/gc_pubs/402
Wei, L. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Langman, J., Solís, J., Martin-Corredor, L., Dao, N., Garza, K.G. (2021). Translanguaging for STEM Learning: Exploring Tertiary Learning Contexts. In: Jakobsson, A., Nygård Larsson, P., Karlsson, A. (eds) Translanguaging in Science Education. Sociocultural Explorations of Science Education, vol 27. Springer, Cham. https://doi.org/10.1007/978-3-030-82973-5_3
Download citation
DOI: https://doi.org/10.1007/978-3-030-82973-5_3
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-82972-8
Online ISBN: 978-3-030-82973-5
eBook Packages: EducationEducation (R0)