Translanguaging in scientific practices: a study of high school teachers in English Medium Instruction inquiry-based science classrooms

ABSTRACT

English as a Medium of Instruction (EMI) is being used to teach academic subjects in international programmes in China to meet the growing number of Chinese students’ need to study abroad. Through the lens of inquiry-based science teaching, this study examined how the four EMI science teachers of an international programme at a private high school employed translanguaging in scientific practices such as identifying variables and formulating hypotheses. Based on the data collected from a case study, the analyses demonstrate how these science teachers used multilingual and multimodal resources to facilitate students’ engagement in scientific inquiry activities and to promote the construction of scientific knowledge. A total of seven types of translanguaging practices were identified, including opening the inquiry, negotiating directions, teacher encouragement, managing discipline, fun learning environment, definitions, and explanations. The findings imply that pedagogical translanguaging can create a space for the construction of scientific knowledge, as well as a space for the implementation of scientific practices in an inquiry-based EMI classroom environment.

KEYWORDS:

• EMI
• translanguaging
• inquiry-based science teaching

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Chaoqun Lu

Chaoqun Lu's research interests lie at the intersection of language education (particularly translanguaging pedagogies in EMI and CLIL) and science/STEM education (particularly inquiry-based science teaching). She has conducted extensive research on inquiry-based science instruction used by science teachers in secondary EMI classrooms. She is also interested in family language policy, digital literacy, digital citizenship and STEM education regarding the development of students’ career aspirations.

Winnie Wing Mui So

Winnie Wing Mui So is currently a Professor in the Department of Science and Environmental Studies and the Director of the Centre for Education in Environmental Sustainability at The Education University of Hong Kong. Prof. So’s main research areas are STEM education, inquiry learning in science and environmental education, and teacher development in Science/ General Studies.