Translanguaging in Science Education

Anders Jakobsson has been a professor of science education at Malmö University for many years and has served as a professor at several other universities in Sweden. He has been responsible for a number of research projects and is research leader for a large research program on Literacy and Inclusive Subject Teaching in a Multilingual Society (LIT) at Malmö University. He has also been a member of the Swedish Research Council (UVK).Pia Nygård Larsson is associate professor in Swedish as a second language and education at Malmö University. Her research is related to teaching and learning from the perspective of classroom discourse and disciplinary literacy. Nygård Larsson has participated in several research projects in the area of science education and literacy in multilingual classrooms, and she is participating in the Disciplinary Literacy and Inclusive Teaching research program at Malmö University.Annika Karlsson is a lecturer in science education at Malmö University. Her research is related to teaching and learning in multilingual science classrooms, and how language resources are used for meaning-making. She is particularly interested in multilingual students’ use of their linguistic repertoires in translanguaging science classrooms and its implications for students’ learning and empowerment in science education. Karlsson participates in the Disciplinary Literacy and Inclusive Teaching research program at Malmö University.

• 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).