Translanguaging: Developing Scientific Inquiry in a Dual Language Classroom

Autor/inn/en	Garza, Esther; Arreguín-Anderson, María Guadalupe
Titel	Translanguaging: Developing Scientific Inquiry in a Dual Language Classroom
Quelle	In: Bilingual Research Journal, 41 (2018) 2, S.101-116 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Arreguín-Anderson, María Guadalupe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2018.1451790
Schlagwörter	Science Teachers; Science Achievement; Scientific Literacy; Science Instruction; Bilingualism; Bilingual Students; Hispanic American Students; Spanish; English; Elementary School Students; Bilingual Education; Code Switching (Language); Elementary School Science; Video Technology; Observation; Standardized Tests; Grade 4; Elementary School Teachers; Texas + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bilingualismus; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Spanisch; English language; Englisch; Bilingual teaching; Bilingualer Unterricht; Beobachtung; Standadised tests; Standardisierter Test; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Grundschule; Volksschule
Abstract	As teachers and students access their linguistic and cultural repertoire to teach and learn, comprehensible input may be possible as the result of teachers' systematic efforts to connect with their students. Some evidence of this purposeful connection has been found in studies that have explored teachers' efforts to prioritize meaning making over language division, language choice, or language correctness (Esquinca, Araujo, & De La Piedra, 2014; Sayer, 2013). In this article, the authors attempt to expand the understanding of language development and science learning in varied contexts, including those that seek to maintain the use of the minority language for science instruction. To achieve this goal, the authors use translanguaging as a framework allowing to focus on the dynamic use of languages in the academic context. In this study, the authors sought to answer the following research questions: (1) In what ways is translanguaging used in the pedagogical practices of a fourth-grade dual language science teacher?; and (2) How do students use translanguaging in a dual language science classroom? (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01