Abstract
In recent years, translanguaging has emerged as both a theoretical and pedagogical concept through which to examine how multilingual speakers learn by leveraging their full set of linguistic resources (Vogel S, García O, Translanguaging. Publications and Research. https://academicworks.cuny.edu/gc_pubs/402, 2017). With a translanguaging lens, researchers in STEM education have examined how multilingual learners draw on both home- and school-based, informally and formally taught concepts as they develop proficiency in math and science concepts and processes. This study examines unplanned (spontaneous) translanguaging practices in tertiary engineering lectures and provides an initial analysis of how faculty and students think about language and translanguaging as part of their teaching and learning. Finally, we explore how sharing information on spontaneous students translanguaging may provide faculty with insights into pedagogical practices that can address Hispanic and multilingual Spanish English-speaking students’ needs.
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Notes
- 1.
See also Hattingh et al. (2022) for a similar context in post-colonial South Africa.
- 2.
See Lemmi et al.’s (2022) discussion on bilingual students’ meta-awareness of translanguaging in relation to social roles and academic purposes.
- 3.
See also Hattingh et al. (2022) for more case studies on spontaneous translanguaging.
- 4.
All names, with the exception of the authors, are pseudonyms.
- 5.
In each excerpt, the original transcription is on the left and the translation on the right. Spanish appears in bold in both the original and the translation.
- 6.
See Daniel et al. (2022) for further examples and discussion of students drawing on various languages to explain, discuss, and check one another for understanding during small group interactions. See also Karlson et al. (2022) on how negotiations of meaning are increased through multilingual and discursive loops.
- 7.
In the Engineering class structure, a lecture generally consists of 90 (or more) students and lasts 1 hour and 15 minutes, while a recitation section generally consists of 30 (or less) students and lasts 1 hour.
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Langman, J., Solís, J., Martin-Corredor, L., Dao, N., Garza, K.G. (2021). Translanguaging for STEM Learning: Exploring Tertiary Learning Contexts. In: Jakobsson, A., Nygård Larsson, P., Karlsson, A. (eds) Translanguaging in Science Education. Sociocultural Explorations of Science Education, vol 27. Springer, Cham. https://doi.org/10.1007/978-3-030-82973-5_3
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