Reframing Science Teaching in Multilingual Moroccan Classrooms through Spontaneous Translanguaging Practices
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| Title: | Reframing Science Teaching in Multilingual Moroccan Classrooms through Spontaneous Translanguaging Practices |
|---|---|
| Language: | English |
| Authors: | Khalid Laanani, Said Fathi |
| Source: | Discover Education. 2026 5. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Grade 10 High Schools Secondary Education |
| Descriptors: | Science Education, Science Teachers, Foreign Countries, Multilingualism, Code Switching (Language), French, Language Usage, Teaching Styles, Educational Benefits, Barriers, Grade 10, Language Role, Secondary School Teachers |
| Geographic Terms: | Morocco |
| DOI: | 10.1007/s44217-026-01552-4 |
| ISSN: | 2731-5525 |
| Abstract: | This qualitative study investigates a postcolonial educational setting where translanguaging pedagogy remains under-researched despite its prevalence. It specifically examined how three Moroccan science teachers leveraged the pedagogical potential of spontaneous translanguaging and highlighted its different beneficial functions in French-medium instruction (FMI) science classrooms. Using Abductive Thematic Analysis (ATA), the results were both informed by translanguaging theory and grounded in empirical observations. Accordingly, the study identified six major themes, capturing functional roles of spontaneous translanguaging. The results showed that spontaneous translanguaging was used pedagogically to construct scientific knowledge and maintain the continuity of the teaching-learning process. However, despite its immense potential for creating an anxiety-free learning environment, the study found that translanguaging was not leveraged for deep conceptual reasoning, and its proclaimed power in 'erasing' student silence remained limited. The study contributes to the current debate in international scholarship about the presumed benefits of implementing translanguaging as a pedagogy, especially in science classrooms. The paper discusses implications for science education, teacher education, and language-in-education policy. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1514227 |
| Database: | ERIC |
| Abstract: | This qualitative study investigates a postcolonial educational setting where translanguaging pedagogy remains under-researched despite its prevalence. It specifically examined how three Moroccan science teachers leveraged the pedagogical potential of spontaneous translanguaging and highlighted its different beneficial functions in French-medium instruction (FMI) science classrooms. Using Abductive Thematic Analysis (ATA), the results were both informed by translanguaging theory and grounded in empirical observations. Accordingly, the study identified six major themes, capturing functional roles of spontaneous translanguaging. The results showed that spontaneous translanguaging was used pedagogically to construct scientific knowledge and maintain the continuity of the teaching-learning process. However, despite its immense potential for creating an anxiety-free learning environment, the study found that translanguaging was not leveraged for deep conceptual reasoning, and its proclaimed power in 'erasing' student silence remained limited. The study contributes to the current debate in international scholarship about the presumed benefits of implementing translanguaging as a pedagogy, especially in science classrooms. The paper discusses implications for science education, teacher education, and language-in-education policy. |
|---|---|
| ISSN: | 2731-5525 |
| DOI: | 10.1007/s44217-026-01552-4 |
