Effects of translanguaging as an intervention strategy in a South African Chemistry classroom

References

• Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Bristol, UK: Multilingual Matters.
   Google Scholar
• Batibo, H. M. (2014). Searching for an optimal national language policy for sustainable development. In H. McIlwraith (Ed.), The cape town language and development conference: Looking beyond 2015 (pp. 16–20). London, UK: British Council.
   Google Scholar
• Baumann, J. F., & Graves, M. F. (2010). What is academic vocabulary? Journal of Adolescent& Adult Literacy, 54(1), 4–12. doi:10.1598/JAAL.54.1.1
   Web of Science ®Google Scholar
• Canagarajah, S. (2011). Code meshing in academic writing: Identifying teachable strategies of translanguaging. Modern Language Journal, 95(3), 401–417. doi:10.1111/j.1540-4781.2011.01207.x
   Web of Science ®Google Scholar
• Charamba. (2017). Language as a contributing factor to the academic performance of Southern Sesotho Physics learners ( Unpublished DED thesis). South Africa: University of South Africa, Pretoria.
   Google Scholar
• Charamba, E., & Zano, K. (2018). The role of translanguaging in building Science knowledge: Exploring the relational dimension of epistemological development. International Journal of Research, 20(5), 1–18.
   Google Scholar
• Childs, M. (2016). Reflecting on translanguaging in multilingual classrooms: Harnessing the power of poetry and photography. Educational Research for Social Change, 5(1), 22–40. doi:10.17159/2221-4070/2016/v5i1a2
   Web of Science ®Google Scholar
• Ciechanowski, K. M. (2014). Weaving together science and English: An interconnected model of language development for emergent bilinguals. Bilingual Research Journal, 37(3), 237–262. doi:10.1080/15235882.2014.963737
   Google Scholar
• Clark, D. B., Touchman, S., Martinez- Garza, M., Ramirez- Marin, F., & Drews, T. S. (2012). Bilingual language supports in online science inquiry environments. Computers & Education, 58(4), 1207–1224. doi:10.1016/j.compedu.2011.11.019
   Web of Science ®Google Scholar
• Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal, 94(1), 103–115. doi:10.1111/modl.2010.94.issue-1
   Web of Science ®Google Scholar
• Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). London, UK: Sage.
   Google Scholar
• Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. In B. Street & N. H. Hornberger (Eds.), Encyclopaedia of language and education, 2nd edition, volume 2: Literacy (pp. 71–83). New York, NY: Springer science + Business Media LLC.
   Google Scholar
• Dehn, M. (2011). Elementare schriftkultur und Bildungssprache [Elementary tradition of the written word and academic language]. In S. Furstenau & M. Gomolla (Eds.), Migration und schulischer Wandel: Mehrsprachigkeit (pp. 129–151). Wiesbaden, Germany: VS-Verlag für Sozialwissenschaften.
   Google Scholar
• Department of Education. (2012). CAPS document, physical sciences. Pretoria, South Africa: DBE.
   Google Scholar
• Department of Education. (2017). National senior certificate subject report. Pretoria, South Africa: DBE.
   Google Scholar
• Department of Education. (2019). National senior certificate school subject report. Pretoria, South Africa: DoE.
   Google Scholar
• Ernst-Slavit, G., & Mason, M. R. (2011). “Words that hold us up”: Teacher talk and academic language in five upper elementary classrooms. Linguistics and Education, 22(4), 430–440. doi:10.1016/j.linged.2011.04.004
   Google Scholar
• Flores, N., & Rosa, J. (2015). Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review, 85(2), 149–171. doi:10.17763/0017-8055.85.2.149
   Web of Science ®Google Scholar
• García, O. (2011). From language garden to sustainable languaging: Bilingual education in a global world. Perspectives, 34(1), 5–9.
   Google Scholar
• García, O., & Otheguy, R. (2017). Interrogating the language gap of young bilingual and bidialectal students. International Multilingual Research Journal, 11(1), 52–65. doi:10.1080/19313152.2016.1258190
   Web of Science ®Google Scholar
• García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. London, UK: Palgrave Pivot.
   Google Scholar
• Gee, J. P. (2014). Decontextualized language: A problem, not a solution. International Multilingual Research Journal, 8(1), 9–23. doi:10.1080/19313152.2014.852424
   Google Scholar
• GEM (Global Education monitoring). 2016. If you don’t understand how can you learn? (Global Education Monitoring Report, 2016. Paper 24). Pretoria: GEM.
   Google Scholar
• Glᾰser, J., & Laudel, G. (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), Art.5.
   Google Scholar
• Haag, N., Heppt, B., Stanat, P., Kuhl, P., & Pant, H. A. (2013). Second language learners’ performance in mathematics: Disentangling the effects of academic language features. Learning and Instruction, 28(1), 24–34. doi:10.1016/j.learninstruc.2013.04.001
   Google Scholar
• Heugh, K. (2015). Epistemologies in multilingual education: Translanguaging and genre—Companions in conversation with policy and practice. Language and Education, 29(3), 280–285. doi:10.1080/09500782.2014.994529
   Web of Science ®Google Scholar
• Hornberger, N., & Link, H. (2012). Translanguaging and transnational literacies in multilingual classrooms: A biliteracy lens. International Journal of Bilingual Education and Bilingualism, 15(2), 261–278. doi:10.1080/13670050.2012.658016
   Google Scholar
• Huerta, T. M. (2011). Humanizing pedagogy: Beliefs and practices on the teaching of Latino children. Bilingual Research Journal, 34(1), 38–57. doi:10.1080/15235882.2011.568826
   Google Scholar
• Jansen, R., & Crauwels, M. (2011). Content and student factors in mastering environmental studies- nature in primary education: Evidence from a national assessment in Flanders (Belgium). Journal of Biological Education, 45(1), 20–28. doi:10.1080/00219266.2011.537836
   Web of Science ®Google Scholar
• Kachchaf, R., Noble, T., Rosebery, A., O’Connor, C., Warren, B., & Wang, Y. (2016). A closer look at linguistic complexity: Pinpointing individual linguistic features of science multiple-choice items associated with English language learner performance. Bilingual Research Journal, 39(2), 152–166. doi:10.1080/15235882.2016.1169455
   Web of Science ®Google Scholar
• Krause, L., & Prinsloo, M. (2016). Translanguaging in a township primary school: Policy and practice. Southern African Linguistics and Applied Language Studies, 34(4), 347–357. doi:10.2989/16073614.2016.1261039
   Web of Science ®Google Scholar
• Lyon, E. G., Bunch, G. C., & Shaw, J. M. (2012). Navigating the language demands of an inquiry- based science performance assessment: Classroom Challenges and Opportunities for English Learners. Science Education, 96(4), 631–651. doi:10.1002/sce.v96.4
   Web of Science ®Google Scholar
• MacSwan, J. (2018). Academic English as standard language ideology: A renewed research agenda for asset-based language education. Language Teaching Research, 23(1), 1–9. doi:10.1177/1362168818777540
   Google Scholar
• Madiba, M. (2014). Promoting concept literacy through multilingual glossaries: A translanguaging approach. In C. Van der Walt & L. Hibbert (Eds.), Multilingual teaching and learning in higher education in South Africa (pp. 68–87). Clevedon, South Africa: Multilingual Matters.
   Google Scholar
• Maerten- Rivera, J., Myers, N., Lee, O., & Penfield, R. (2010). Student and school predictors of high- stakes assessment in science. Science Education, 94(3), 937–962. doi:10.1002/sce.20408
   Google Scholar
• Makalela, L. (2014a). Teaching Indigenous African languages to speakers of other African languages: The effects of translanguaging for multilingual development. In C. Van der Walt & L. Hibbert (Eds.), Multilingual teaching and learning in higher education in South Africa (pp. 88–104). Clevedon, South Africa: Multilingual Matters.
   Google Scholar
• Makalela, L. (2015). Moving out of linguistic boxes: The effects of translanguaging strategies for multilingual classrooms. Language and Education, 29(3), 200–217. doi:10.1080/09500782.2014.994524
   Web of Science ®Google Scholar
• Makalela, L. (2018). Shifting lenses for language education in multilingual encounters. Cape Town, South Africa: CASAS.
   Google Scholar
• Martin, M. O., Mullis, I. V. S., Foy, P., & Stanco, G. M. (2012). TIMSS 2011 International results in science. Chestnut Hill, MA: TIMSS & PIRLS International Study Centre, Boston College.
   Google Scholar
• May, S. (Ed.). (2013). The multilingual turn: Implications for second language acquisition, TESOL and bilingual education. New York, NY: Routledge.
   Google Scholar
• McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence- based inquiry (7th ed.). New Jersey, USA: Pearson Education.
   Google Scholar
• Msimanga, A., & Lelliott, A. (2014). Talking science in multilingual contexts in South Africa: Possibilities and challenges for engagement in learners’ home languages in high school classrooms. International Journal of Science Education, 36(5), 1159–1183. doi:10.1080/09500693.2013.851427
   Google Scholar
• Nagy, W., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 47(1), 91–108. doi:10.1002/RRQ.011
   Web of Science ®Google Scholar
• National Treasury Report on South African Education. (2018). Pretoria, South Africa: Department of Basic Education.
   Google Scholar
• Nieman, M. M., & Monyai, R. B. (Eds.). (2013). The educator as mediator of learning. Pretoria, South Africa: Van Schaik.
   Google Scholar
• Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. doi:10.3102/0013189X12441244
   Web of Science ®Google Scholar
• Paris, D., & Alim, S. H. (2014). What are we seeking to sustain through culturally sustaining pedagogy? A loving critique forward. Harvard Educational Review, 84(1), 85–100. doi:10.17763/haer.84.1.982l873k2ht16m77
   Web of Science ®Google Scholar
• Pennock- Roman, M., & Rivera, C. (2011). Mean effects of test accommodations for ELLs and non- ELLs: A meta- analysis of experimental studies. Educational Measurement: Issues and Practice, 30(1), 10–28. doi:10.1111/j.1745-3992.2011.00207.x
   Google Scholar
• Probyn, M. J. (2015). Pedagogical translanguaging: Bridging discourses in South African science classrooms. Language and Education, 29(3), 218–234. doi:10.1080/09500782.2014.994525
   Web of Science ®Google Scholar
• READ Educational Trust Report. (2017). READ. Braamfontein. Retrieved from https://readingmatters.co.za/read-educational-trust/
   Google Scholar
• Statistics SA. (2017). Census 2017 census in brief. Pretoria, South Africa: Author.
   Google Scholar
• Taboada, A. (2012). Relationships of general vocabulary, and student questioning with science comprehension in students with varying levels of English proficiency. Instructional Science, 40(6), 901–923. doi:10.1007/s11251-011-9196-z
   Web of Science ®Google Scholar
• UNICEF. (2016). Mozambique. The impact of language policy and practice on children’s learning: Evidence from Eastern and Southern Africa 2016. Retrieved from https://www.unicef.org/esaro/UNICEF(2016)LanguageandLearning-Mozambique.pdf
   Google Scholar
• Van Den Braden, K. (2010). Handboek taalbeleid basisonderwijs [Handbook language policy primary education]. Leuven, Belgium: Acco.
   Google Scholar
• Van Laere, E., Aesaert, K., & van Braak, J. (2014). The role of students’ Home Language in Science Achievement: A multilevel approach. International Journal of Science Education, 36(16), 2772–2794. doi:10.1080/09500693.2014.936327
   Web of Science ®Google Scholar
• Wei, L. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual chinese youth in Britain. Journal of Pragmatics, 43(6), 1222–1235. doi:10.1016/j.pragma.2010.07.035
   Google Scholar
• Wei, L. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. doi:10.1093/applin/amx039
   Web of Science ®Google Scholar