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Translanguaging in science education

Jakobsson, Anders.

Translanguaging in science education

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Translanguaging in science educationedited by Anders Jakobsson, Pia Nygard Larsson, Annika Karlsson.
其他作者:	Jakobsson, Anders.
出版者:	Cham :Springer International Publishing :2021.
面頁冊數:	1 online resource (vi, 275 p.) :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	Translanguaging (Linguistics)
電子資源:	https://doi.org/10.1007/978-3-030-82973-5
ISBN:	9783030829735$q(electronic bk.)

Translanguaging in science education
Translanguaging in science education[electronic resource] /edited by Anders Jakobsson, Pia Nygard Larsson, Annika Karlsson. - Cham :Springer International Publishing :2021. - 1 online resource (vi, 275 p.) :ill., digital ;24 cm. - Sociocultural explorations of science education,v. 272731-0256 ;. - Sociocultural explorations of science education ;v. 27..

Chapter 1. Translanguaging as a pedagogical strategy for enhancing multilingual science students' learning in different educational contexts (Anders Jakobsson, Pia Nygård Larsson and Annika Karlsson) -- Chapter 2. Translanguaging within an integrated framework for multilingual science meaning-making (Cory Buxton, Ruth Harman, Lourdes Cardozo-Gaibisso and Max Vazquez Dominguez) -- Chapter 3. Translanguaging for STEM learning: Exploring tertiary learning contexts (Juliet Langman, Jorge Solís, Lina Martin-Corredor, Nguyen Dao and Karla Garza Garza) -- Chapter 4. Young children's transmodal participation in worm investigations: Drawing on a diversity of resources for meaning making in science (Christina Siry, Sara Wilmes, Kerstin teHeesen, DorianaSportelli and Sandy Heinericy) -- Chapter 5. Translanguagingin the science classroom: Drawing on students' full linguistic repertoires in bi/multilingual settings (Catherine Lemmi, Greses Pérez and Bryan A. Brown) -- Chapter 6. The affordances of leveraging multilingual repertoires in scientific reasoning among resettled refugee teens: Functions of translanguaging in scientific reasoning (Shannon Mary Daniel, Minjung Ryu, Mavreen Rose Santa-Ana Tuvilla and Casey Elizabeth Wright) -- Chapter 7. Students' multilingual negotiations of science in third space (Annika Karlsson, Pia Nygård Larsson and Anders Jakobsson) -- Chapter 8. Translanguaging, trans-semiotizing, and trans-registering in a culturally and linguistically diverse science classroom (Peichang (Emily) He and Angel M. Y. Lin) -- Chapter 9. Translanguaging in middle school science: Written arguments about issues of biodiversity (Peter Licona and Gregory J. Kelly) -- Chapter 10. Contradictions confronting hybrid spaces for translanguaging in the Lebanese context: A CHAT perspective (Sara Salloum) -- Chapter 11. Translanguaging in science education in South African classrooms: Challenging constraining ideologies for science teacher education (Annemarie Hattingh, Carolyn McKinney, Audrey Msimanga, Margie Probyn and Robyn Tyler) -- Chapter 12. Leveraging multilingualism to support science education through translanguaging pedagogy (Erasmos Charamba)

This edited volume explores diverse translanguaging practices in multilingual science classrooms in Hong Kong, Lebanon, Luxembourg, South Africa, Sweden and the United States. It presents novel opportunities for using students' home, first or minority languages as meaning-making tools in science education. It also invites to explore the use of language resources and other multimodal resources, such as gestures and body language. In addition, it discusses and problematizes contingent hindrances and obstacles that may arise from these practices within various contexts around the world. This includes reviewing different theoretical starting points that may be challenged by such an approach. These issues are explored from different perspectives and methodological focus, as well as in several educational contexts, including primary, middle, secondary levels, higher education, as well as in after-school programs for refugee teenagers. Within these contexts, the book highlights and shares a range of educational tools and activities in science education, such as teacher-led classroom-talk, language-focused teaching, teachers' use of meta-language, teachers' scaffolding strategies, small-group interactions, and computer-supported collaborative learning.

ISBN: 9783030829735$q(electronic bk.)

Standard No.: 10.1007/978-3-030-82973-5doiSubjects--Topical Terms:

823196
Translanguaging (Linguistics)

LC Class. No.: P115.35

Dewey Class. No.: 404.2

Translanguaging in science education
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