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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
Language: English
Authors: Shakhnoza Kayumova (ORCID 0000-0001-9771-2212), Akira Harper (ORCID 0000-0001-6635-2779), Rachel Moniz-Stronach
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
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  Data: 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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  Data: <searchLink fieldCode="AR" term="%22Shakhnoza+Kayumova%22">Shakhnoza Kayumova</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9771-2212">0000-0001-9771-2212</externalLink>)<br /><searchLink fieldCode="AR" term="%22Akira+Harper%22">Akira Harper</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6635-2779">0000-0001-6635-2779</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rachel+Moniz-Stronach%22">Rachel Moniz-Stronach</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Science+Teaching%22"><i>Journal of Research in Science Teaching</i></searchLink>. 2025 62(1):86-133.
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  Data: 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
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  Data: 48
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  Data: 10.1002/tea.22009
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  Data: 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.
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  Data: 2024
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  Data: EJ1455053
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        Value: 10.1002/tea.22009
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        PageCount: 48
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      – SubjectFull: Monolingualism
        Type: general
      – SubjectFull: Science Instruction
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      – SubjectFull: Multilingualism
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