Science education in a multilingual class: Problematizing a translational practice
2015 (English)Conference paper, Abstract (Refereed)
In this study we examine how bilingual students construe relations between their everyday language in Swedish and Turkish, respectively, and the language of science in Swedish. The data collection consists of observations and group interviews in a multilingual science class with 13-14 years old students. For the analysis, Practical epistemology analysis and the theory of translanguaging were used. The results show how the students' everyday language may limit their possibilities to make meaning of science. In particular, the teacher's practice of facilitating and supporting students' understanding of science content by relating it to concrete examples took another direction since some everyday words he used were not a part of the students' language repertoire. The study also shows how the students translated everyday words from Swedish to Turkish to proceed with the activities. However, translating scientific concepts were more problematic and lead to that the students' descriptions of concepts were not in line with how they are viewed in science. Finally, the study demonstrates how monolingual exams may limit bilingual students' achievments in science. The study contributes by presenting and discussing circumstances that are needed to be taken into consideration when planning and conducting science lessons in multilingual classes.
Place, publisher, year, edition, pages
science multilingual class pragmatism translanguaging
Research subject Science Education
IdentifiersURN: urn:nbn:se:su:diva-125531OAI: oai:DiVA.org:su-125531DiVA: diva2:893765
Education Research Association (ESERA) 2015, Helsinki, Finland, August 31 - September 4, 2015