1,343
Views
16
CrossRef citations to date
0
Altmetric
Articles

Pushing linguistic boundaries: translanguaging in a bilingual Science and Technology classroom

ORCID Icon
Pages 951-965 | Received 27 Apr 2020, Accepted 04 Jun 2020, Published online: 22 Jun 2020

References

  • Ascenzi-Moreno, L., and C. Espinosa. 2018. “Opening up Spaces for Their Whole Selves: A Case Study Group's Exploration of Translanguaging Practices in Writing.” NYS TESOL JOURNAL 5 (1): 10–29.
  • Babaci-Wilhite, Z. 2016. Human Rights in Language and STEM Education: Science, Technology, Engineering and Mathematics. London: Springer.
  • Baker, B., and A. Hope. 2019. “Incorporating Translanguaging in Language Assessment: The Case of a Test for University Professors.” Language Assessment Quarterly 16 (4-5): 408–425.
  • Bryman, A. 2015. Social Research Methods. Oxford: Oxford University Press.
  • Caruso, E. 2018. “Translanguaging in Higher Education: Using Several Languages for the Analysis of Academic Content in the Teaching and Learning Process.” Language Learning in Higher Education 8 (1): 65–90.
  • Charamba, E. 2017. Language as a Contributing Factor to the Academic Performance of Southern Sesotho Physics Learners. Pretoria: University of South Africa. http://hdl.handle.net/10500/23453.
  • Charamba, E. 2019a. “Translanguaging: Developing Scientific Scholarship in a Multilingual Classroom.” Journal of Multilingual and Multicultural Development, doi:10.1080/01434632.2019.1625907.
  • Charamba, E. 2019b. “Learning and Language: Towards a Reconceptualization of their Mutual Interdependences in a Multilingual Science Class.” Journal of Multilingualand Multicultural Development, doi:10.1080/01434632.2019.1707837.
  • Charamba, E., W. Jisa, M. Matariro, and K. Zano. 2019. “Subduing hegemony of Literacy Inadequacy by (Re) embracing multilingualism in a Deaf Science Classroom.” PONTE International Journal of Sciencesand Research 75 (8): 58–85. doi:10.21506/j.ponte.2019.8.5.
  • Charamba, E., and K. Zano. 2019. “Effects of translanguaging as an intervention strategy in a South African Chemistry Classroom.” Bilingual Research Journal, doi:10.1080/15235882.2019.1631229.
  • Creswell, J. W. 2014. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th Edition). London: Sage.
  • Cummins, J. 2008. “BICS and CALP: Empirical and Theoretical Status of the Distinction.” In Encyclopaedia of Language and Education, 2nd Edition, Volume 2: Literacy, edited by B. Street and N. H. Hornberger, 71–83. New York: Springer science + Business Media LLC.
  • Dendrinos, B. 2013. “Social Meanings in Global-Glocal Language Proficiency Exams.” In International Experience in Language Testing and Assessment, edited by D. Tsagari, S. Papadima-Sophocleous, and S. Loannou-Georgiou, 33–58. New York, NY: Peter Lang.
  • Duarte, D. 2019. “Translanguaging in Mainstream Education: a Sociocultural Approach.” International Journal of Bilingual Education and Bilingualism 22 (2): 150–164.
  • Fortuin, E. (2017). “Developing the academic literacy of isiXhosa-speaking learners in an Afrikaans-medium school in the Intermediate Phase.” Unpublished MEd thesis., University of the Western Cape.
  • Freire, P. 1968. Pedagogy of the Oppressed. Classic Text on Critical Pedagogy. New York: Catalyst Center.
  • Gao, X. G. A., and W. Wei Ren. 2019. “Controversies of Bilingual Education in China.” International Journal of Bilingual Education and Bilingualism 22 (3): 267–273.
  • García, O., and A. M. Y. Lin. 2018. ““English and Multilingualism: A Contested History.” In Routledge Handbook of English Language Studies, edited by P. Seargent, 77–92. London: Routledge.
  • García, O., and M. T. Sánchez. 2018. “Transformando la Educación de Bilingües Emergentes en el Estado de Nueva York.” Language, Education, and Multilingualism 1: 138–156.
  • Glᾰser, J., and G. Laudel. 2010. “Life with or Without Coding: Two Methods for Early Stage Data Analysis in Qualitative Research Aiming at Casual Explanations.” Qualitative Social Research 14 (2): 27–42.
  • Gort, M. 2015. “Transforming Literacy Learning and Teaching Through Translanguaging and Other Typical Practices Associated with “Doing Being Bilingual”.” International Multilingual Research Journal 9 (1): 1–6.
  • Gorter, D., and J. Cenoz. 2017. “Language Education Policy and Multilingual Assessment.” Language and Education 31 (3): 231–248.
  • Grosjean, F. 2019. A Journey in Languages and Cultures: The Life of a Bicultural Bilingual. Oxford: Oxford University Press.
  • Guzula, X., C. McKinney, and R. Tyler. 2016. “Languaging-For Learning: Legitimising Translanguaging and Enabling Multimodal Practices in Third Spaces.” Southern African Linguistics and Applied Language Studies 34 (3): 211–226.
  • Holdway, J., and C. H. Hitchcock. 2018. “Exploring Ideological Becoming in Professional Development for Teachers of Multilingual Learners: Perspectives on Translanguaging in the Classroom.” Teaching and Teacher Education 75: 60–70.
  • Hua, Z., E. Otsuji, and A. Alastair Pennycook. 2017. “Multilingual, Multisensory and Multimodal Repertoires in Corner Shops, Streets and Markets: Introduction.” Social Semiotics 27 (4): 383–393.
  • Infante, P., and P. R. Licona. 2018. “Translanguaging as Pedagogy: Developing Learner Scientific Discursive Practices in a Bilingual Middle School Science Classroom.” International Journal of Bilingual Education and Bilingualism, doi:10.1080/13670050.2018.1526885.
  • Jonsson, C. 2019. “‘What is it Called in Spanish?’: Parallel Monolingualisms and Translingual Classroom Talk.” Classroom Discourse 10 (3-4): 323–346.
  • Karlsson, A., P. N. Larsson, and A. Jakobsson. 2018. “Multilingual Students’ Use of Translanguaging in Science Classrooms.” International Journal of Science Education 48 (1): 1–18.
  • Krause, L., and M. Prinsloo. 2016. “Translanguaging in a Township Primary School: Policy and Practice.” Southern African Linguistics and Applied Language Studies 34 (4): 347–357.
  • Lamola, M. 2016. “Biko, Hegel and the End of Black Consciousness: A Historico-Philosophical Discourse on South African Racism.” Journal of Southern African Studies 42 (1): 183–194.
  • Lemke, J. 2012. “Analyzing Verbal Data: Principles, Methods, and Problems.” In Second International Handbook of Science Education, edited by B. Fraser, K. Tobin, and C. McRobbie, 1471–1484. Netherlands: Springer.
  • Lems, K., and J. Stegemoller. 2014. “Unpacking the Language of STEM for English Language Learners” (2014).77.  https://digitalcommons.nl.edu/faculty_publications/77.
  • Lewis, G., B. Jones, and C. Baker. 2012. “Translanguaging: Origins and Development From School to Street and Beyond.” Educational Research and Evaluation: An International Journal on Theory and Practice 18 (7): 641–654.
  • Li, W. 2018. “Translanguaging as a Practical Theory of Language.” Applied Linguistics 39 (1): 9–30.
  • Li, W., and A. M. Y. Lin. 2019. “Translanguaging Classroom Discourse: Pushing Limits, Breaking Boundaries.” Classroom Discourse 10 (3-4): 209–215.
  • Lin, A. M. Y. 2019. “Theories of Trans/Languaging and Trans-Semiotizing: Implications for Content-Based Education Classrooms.” International Journal of Bilingual Education and Bilingualism 22: 5–16.
  • Madiba, M. 2014. “Promoting Concept Literacy Through Multilingual Glossaries: A Translanguaging Approach.” In Multilingual Teaching and Learning in Higher Education in South Africa,, edited by C. Van der Walt and L. Hibbert, 68–87. Clevedon: Multilingual Matters.
  • Makoni, B. 2018. “Beyond Country of Birth: Heritage Language Learning and the Construction of Identities of Resistance.” Heritage Language Journal 15 (1): 79–94.
  • McKinney, C. 2017. Language and Power in Post-Colonial Schooling: Ideologies in Practice. New York: Routledge.
  • McKinney, C., and R. Tyler. 2019. “Disinventing and Reconstituting Language for Learning in School.” Science, Language and Education 33 (2): 141–158.
  • McMillan, J. H., and S. Schumacher. 2010. Research in Education: Evidence-Based Inquiry. 7th edition. New Jersey: Pearson Education.
  • Menken, K., V. Pérez Rosario, and L. Guzmán Valerio. 2018. “Increasing Multilingualism in School Scapes: New Scenery and Language Education Policies.” Linguistic Landscape 4 (2): 101–127.
  • Menken, K., and M. T. Sánchez. 2019. “Translanguaging in English-Only Schools: From Pedagogy to Stance in the Disruption of Monolingual Policies and Practices.” TESOL QUARTERLY 53 (3): 741–767.
  • Meyerhöffer, N., and D. C. Dreesmann. 2019. “Let's Talk Biology – Developing a Model for Incorporating English-Speaking Experts Into the (Bilingual) Science Classroom.” The American Biology Teacher 81 (No. 3, March 2019): 152–159.
  • Ministry of Primary and Secondary Education. 2015. Grade 4 Science and Technology Syllabus. Harare: Government Printers.
  • Msimanga, A., P. Denley, and N. Gumede. 2017. “The Pedagogical Role of Language in Science Teaching and Learning in South Africa: A Review of Research 1990–2015.” African Journal of Research in Mathematics, Science and Technology Education 21 (3): 245–255.
  • Probyn, M. 2015. “Pedagogical Translanguaging: Bridging Discourses in South African Science Classrooms.” Language and Education 29 (3): 218–234.
  • Probyn, M. 2019. “Pedagogical Translanguaging and the Construction of Science Knowledge in a Multilingual South African Classroom: Challenging Monoglossic/Post-Colonial Orthodoxies.” Classroom Discourse 10 (3-4): 216–236.
  • Reddy, V., M. Visser, L. Winnaar, F. Arends, A. Juan, C. H. Prinsloo, and K. Isdale. 2016. TIMSS 2015: Highlights of Mathematics and Science Achievement of Grade 9 South African Learners. Pretoria: Human Sciences Research Council.
  • Sánchez, M. T., O. García, and C. Solorza. 2018. “Reframing Language Allocation Policy in Dual Language Bilingual Education.” Bilingual Research Journal 41 (1): 37–51.
  • Shepard-Carey, L. 2020. “Making Sense of Comprehension Practices and Pedagogies in Multimodal Ways: A Second-Grade Emergent Bilingual's Sensemaking During Small-Group Reading.” Linguistics and Education, doi:10.1016/j.linged.2019.100777.
  • United Nations, Department of Economic and Social Affairs, Population Division. 2019. World Population Prospects 2019: Volume 11: Demographic Profiles.
  • UN Office for the Coordination of Humanitarian Affairs, (2019). “ Zimbabwe: Emergency Situation Report No. 9, As of June 6 2019.” United Nations
  • Vaish, V. 2019. “Challenges and Directions in Implementing Translanguaging Pedagogy for low Achieving Students.” Classroom Discourse 10 (3-4): 274–289.
  • Vygotsky, L. S. 1978. “Mind in Society: The Development of Higher Pedagogical Processes.” In Mind in Society, edited by M. Cole, V. John-Steiner, S. Scribner, and E. Souberman. Cambridge, MA: Harvard University Press.
  • Wolff, H. E. 2018. “Multilingualism, Translanguaging, and Linguistic Superdiversity: An Africanist’s Perspective on ‘Language’.” Nordic Journal of African Studies 27 (2): 1–21.
  • Yuvayapan, F. 2019. “Translanguaging in EFL Classrooms: Teachers’ Perceptions and Practices.” Journal of Language and Linguistic Studies 15 (2): 678–694.
  • Zhang, Q., C. Osborne, L. Shao, and M. Lin. 2020. “A Translanguaging Perspective on Medium of Instruction in the CFL Classroom.” Journal of Multilingual and Multicultural Development, doi:10.1080/01434632.2020.1737089.
  • Zimbabwe National Statistics Agency. 2017. “2012 Census Provincial Report: Masvingo”. Retrieved 24 May 2018.
  • Zimbabwe School Examinations Council. 2019. Grade 7 Results, 2019. Results Council. Harare.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.