My Favorite Field Trip: Creating a Translanguaging Space for Urban Explorers in a State Park.
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| Title: | My Favorite Field Trip: Creating a Translanguaging Space for Urban Explorers in a State Park. |
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| Authors: | ALBRECHT, SARAH1 albrechts@uhd.edu, NAVARRETE-BURKS, LIZETTE1 burksl@uhd.edu |
| Source: | Science Scope. Jul/Aug2025, Vol. 48 Issue 4, p40-46. 7p. |
| Subject Terms: | *Science education, *Multilingual education, *Inclusive education, *Parks, *Communication barriers, Multilingual communication, Identification of animals |
| Abstract: | Creating translanguaging spaces in science learning can be daunting, especially for teachers who support students whose native language is different from their own. These challenges can stem from limited resources, time constraints, or uncertainty about meaningfully integrating students' home languages into instruction. To address this, we implemented a strategy in an informal life science activity designed to make science phenomena sensemaking more accessible for multilingual students. Specifically, we developed and used a flora and fauna identification card that featured multiple languages. This tool facilitated creation of a translanguaging space where students could draw on their full linguistic sensemaking repertoires to explore ecosystems during a field trip at a state park. This article describes how tools such as the identification card can bridge language barriers and enrich students' science learning experiences by supporting inclusive, engaging, and equitable teaching practices. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Creating translanguaging spaces in science learning can be daunting, especially for teachers who support students whose native language is different from their own. These challenges can stem from limited resources, time constraints, or uncertainty about meaningfully integrating students' home languages into instruction. To address this, we implemented a strategy in an informal life science activity designed to make science phenomena sensemaking more accessible for multilingual students. Specifically, we developed and used a flora and fauna identification card that featured multiple languages. This tool facilitated creation of a translanguaging space where students could draw on their full linguistic sensemaking repertoires to explore ecosystems during a field trip at a state park. This article describes how tools such as the identification card can bridge language barriers and enrich students' science learning experiences by supporting inclusive, engaging, and equitable teaching practices. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 08872376 |
| DOI: | 10.1080/08872376.2025.2505855 |
