Pun, JKH;
Tai, KWH;
(2021)
Doing science through translanguaging: a study of translanguaging practices in secondary English as a medium of instruction science laboratory sessions.
International Journal of Science Education
, 43
(7)
pp. 1112-1139.
10.1080/09500693.2021.1902015.
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Abstract
This study explores how students in a joint process of knowledge construction through the use of multilingual and multimodal resources in groups promotes the learning of scientific concepts in the context of laboratory work. Inductive qualitative discourse analysis was conducted to examine how students’ translanguage in a group completing tasks in two Grade 10 secondary science labs (biology and chemistry) in a Hong Kong EMI secondary school and how such a joint process of knowledge construction promotes the learning of scientific concepts. Using translanguaging as a theoretical framework, the analysis shows that even though schools have imposed an English-only policy, students use their linguistic and semiotic resources to both co-construct their scientific knowledge and practise their science apprenticeship. Translanguaging plays a role in mediating the students’ understanding of science, facilitating peer work and creating an enjoyable learning environment in the lab. The result implies that translanguaging as a pedagogical tool may create a space for content subject learning in Hong Kong EMI school setting.
| Type: | Article |
|---|---|
| Title: | Doing science through translanguaging: a study of translanguaging practices in secondary English as a medium of instruction science laboratory sessions |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/09500693.2021.1902015 |
| Publisher version: | https://doi.org/10.1080/09500693.2021.1902015 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Social Sciences, Education & Educational Research, Translanguaging, classroom interaction, English-medium-instruction, science laboratory, translanguaging space for content subject learning, communities of practice, peer-group learning |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Centre for Doctoral Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10131823 |
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