When a Monolingual Science Teacher and Multilingual Girls Engage in Science Sensemaking through Translanguaging: A Pedagogical Practice, Disciplinary Tool, and Dignity-Affirming Stance
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| Title: | When a Monolingual Science Teacher and Multilingual Girls Engage in Science Sensemaking through Translanguaging: A Pedagogical Practice, Disciplinary Tool, and Dignity-Affirming Stance |
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| Language: | English |
| Authors: | Shakhnoza Kayumova (ORCID |
| Source: | Journal of Research in Science Teaching. 2025 62(1):86-133. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 48 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1652752 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Monolingualism, Science Instruction, Multilingualism, Equal Education, Disadvantaged, Code Switching (Language), Teaching Methods, Video Technology, Sociocultural Patterns, Science Teachers, Human Dignity, Classroom Techniques, Language Usage, Native Language, English (Second Language), Interaction Process Analysis, Discourse Analysis, Females |
| DOI: | 10.1002/tea.22009 |
| ISSN: | 0022-4308 1098-2736 |
| Abstract: | Multilingual youth, from nondominant communities, are often denied critical opportunities for engagement in robust sensemaking due to deficit-based perspectives and linguistic hierarchies. To advance equity, it is important to recognize all youth as epistemic agents and facilitate opportunities to take on intellectual positions. Drawing on translanguaging theory and critical sociocultural learning perspectives, we examine how a monolingual science teacher employed translanguaging as a dignity-affirming stance, pedagogical practice, and disciplinary tool, providing multilingual girls with intellectual positions to engage in robust sensemaking. Using video-interactional analysis, we explore a case of sophisticated sensemaking orchestrated by the teacher's discursive and embodied moves, following the girls' translanguaging practices and disciplinary ideas. Our findings demonstrate how a teacher's translanguaging stance, enacted as a pedagogical practice and disciplinary tool, supported him in developing interpretive power, revealing the multilingual girls' social, cognitive, and communicative brilliances. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1455053 |
| Database: | ERIC |
| Abstract: | Multilingual youth, from nondominant communities, are often denied critical opportunities for engagement in robust sensemaking due to deficit-based perspectives and linguistic hierarchies. To advance equity, it is important to recognize all youth as epistemic agents and facilitate opportunities to take on intellectual positions. Drawing on translanguaging theory and critical sociocultural learning perspectives, we examine how a monolingual science teacher employed translanguaging as a dignity-affirming stance, pedagogical practice, and disciplinary tool, providing multilingual girls with intellectual positions to engage in robust sensemaking. Using video-interactional analysis, we explore a case of sophisticated sensemaking orchestrated by the teacher's discursive and embodied moves, following the girls' translanguaging practices and disciplinary ideas. Our findings demonstrate how a teacher's translanguaging stance, enacted as a pedagogical practice and disciplinary tool, supported him in developing interpretive power, revealing the multilingual girls' social, cognitive, and communicative brilliances. |
|---|---|
| ISSN: | 0022-4308 1098-2736 |
| DOI: | 10.1002/tea.22009 |
