Abstract
The increasing cultural and linguistic diversity in today’s classrooms calls for science teachers to facilitate science learning for all students. Drawing from a sociocultural framework that values diverse students’ cultures and languages, a translanguaging pedagogy has been identified as one way to help linguistically diverse students develop science concepts. A meta-synthesis of studies exploring translanguaging pedagogy in science classrooms was conducted to create a framework for the competencies needed by science teachers to incorporate a translanguaging pedagogy in their instruction. The resulting framework consists of six competencies: (1) The teacher should know pedagogical methods on how to teach bilingual students, (2) the teacher believes in the importance of using translanguaging pedagogy and has professional dispositions, (3) the teacher can identify the rationale for using translanguaging pedagogy, (4) the teacher possesses professional skills to implement translanguaging pedagogy, (5) the teacher selects appropriate pedagogical approaches and instructional strategies to apply translanguaging pedagogy, and (6) the teacher is aware of challenges of using translanguaging pedagogy and is able to handle them. We contend that this framework can be useful in science teacher preparation programs to equip science teacher candidates with the necessary competencies to teach science in multilingual and multicultural classrooms.
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Nouri, N., Rodríguez, A.D., Saberi, M. (2021). Proposing a Framework for Science Teachers’ Competencies Regarding Translanguaging in Multicultural Settings. In: Atwater, M.M. (eds) International Handbook of Research on Multicultural Science Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-37743-4_24-2
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