Supporting MultilingualStudents’ Scientific Sensemaking in the Context of Science and Engineering Practices
By Sage Andersen, Karina Méndez Pérez, and María González-Howard
Ms. Silva, who teaches sixth-grade science in a school with a large population of multilingual students, is reviewing lesson plans for the next science unit. Her school recently began adopting the Next Generation Science Standards (NGSS), which emphasize the importance of students jointly “figuring out” or “making sense of” science phenomena while engaging in science and engineering practices (SEPs). Last year, she collaborated with colleagues to reorganize units around engaging and authentic science phenomena. The focal phenomenon for the upcoming unit was grounded in the essential question: How do environmental conditions impact the growth of plants? Students would be exploring this question in the context of designing a sustainable balcony garden that can grow edible produce in small spaces. Ultimately, evidence gathered in learning activities and investigations throughout this unit should support students in constructing a scientific explanation based on evidence for how environmental factors influence the growth of plants, which students can use to justify their garden designs (MS-LS1-5; NGSS Lead States 2013). Last year, when teaching this revised unit, Ms. Silva saw a big change in students’ overall eagerness to learn. Yet she still wonders about the extent to which all students, particularly her multilingual students, meaningfully used SEPs to “make sense of” the focal phenomena.
With these thoughts in mind, Ms. Silva examines one of her tried-and-true investigations for the upcoming unit in which students conduct an investigation to determine what environmental factors influence the growth of plants. In this lesson, students compare the growth of a lima bean seed planted under direct sunlight with one planted in a shaded area. In the past, most students have been able to follow the prewritten procedure and reach the intended conclusion—that lima beans grow better when provided with direct sunlight. However, on deeper inspection of the lesson, Ms. Silva realizes that she—not her students—posed the question to be investigated and planned all aspects of the investigation. This prompted the following questions to run through her mind: How can I redesign this lesson so that students are the ones actively and meaningfully engaging in SEPs? What opportunities and challenges might arise for my multilingual students as they take on more of the sensemaking responsibility in this lesson, and how can I better support them?
This vignette poses a common dilemma teachers face as they seek to revise and improve existing curricula to better align with the NGSS, all while considering their particular student population. The NGSS calls for students to learn disciplinary core content by engaging in a combination of eight SEPs, such as planning and carrying out investigations and constructing explanations (NGSS Lead States 2013). SEPs support sensemaking by acting as a vehicle through which students actively work to “figure out” rather than “learn about” big science ideas (Schwarz, Passmore, and Reiser 2017). However, each SEP is inherently language intensive and requires students to use language in new and complex ways (González-Howard, Andersen, and Méndez Pérez 2021).
Multilingual students—an extremely diverse group of individuals who vary across countless factors, including the languages that they know and their proficiency in these languages—must navigate these demands while simultaneously developing their understanding and use of English. Similar to how students learn content through engagement in SEPs (Schwarz, Passmore, and Reiser 2017), research has shown that multilingual students’ language development is best supported in the context of content learning (Lee et al. 2019). Authentic and rigorous use of SEPs provides multilingual students with opportunities to engage in new ways of communication, expanding their ability to use language and other sensemaking resources to grow their understandings of natural phenomena (Lee et al. 2019).
For such learning to occur, however, teachers must learn to leverage and encourage the use of all the sensemaking resources available to students.
In this article, we explore how teachers can better support multilingual students’ scientific sensemaking in the context of SEPs, specifically through translanguaging—the ways individuals engage in sensemaking and express ideas using all of their resources for communication, which include linguistic and nonlinguistic modes (Suárez 2020). We first introduce and describe translanguaging, then explore concrete steps teachers can take to redesign science lessons using a translanguaging approach, focusing on moments when students meaningfully engage in SEPs for sensemaking. These steps will be illustrated using the opening vignette from Ms. Silva’s classroom. The examples used in this article come from an amalgam of teachers’ classrooms that we have worked with in the past and strategies identified in research literature as best practices for supporting multilingual students’ scientific sensemaking. While the strategies highlighted in this article have been demonstrated to support multilingual students, they will also help teachers to reimagine their lessons in ways that support all students, especially students across a spectrum of ability levels whose resources for sensemaking go unnoticed or underleveraged during science learning.
In science education, there is a tendency to prioritize linguistic modes of communication (what we typically think of as “language”) when supporting multilingual students’ scientific sensemaking (González-Howard, Andersen, and Méndez Pérez 2021). However, multilingual students have a variety of sensemaking resources that they can draw on to engage in and communicate science learning that are often left untapped. For example, students’ linguistic resources may include the multiple languages they speak (or are learning to speak) and range from less formal modes, such as everyday language, to more formal academic language. Students also have at their disposal many nonlinguistic resources, including gestures, drawing, and use of symbols in addition to those typically used in science such as modeling, graphing, or charting. Table 1 highlights many possible linguistic and nonlinguistic resources that multilingual students can use for scientific sensemaking.
It is not enough for teachers to leverage one or two of these resources in a given lesson. Instead, we argue that teachers should encourage multilingual students to move freely between them and use all of their sensemaking resources through a translanguaging approach. An important aspect of translanguaging is recognizing how all of our students’ nonlinguistic and linguistic modes of communication can be used synergistically to support and express scientific sensemaking. For example, a teacher using a translanguaging approach might encourage students to write and draw their explanation for a phenomenon, rather than relying solely on writing.
Table 2 provides a number of translanguaging strategies, which have been shown to support multilingual students’ sensemaking in science and can be incorporated into existing science lessons or used as a resource when designing new lessons. It is important to note that although we include recommendations that may address either linguistic or nonlinguistic resources, these strategies should not be used in isolation. Instead, teachers should seek to include strategies that draw on a broad range of students’ sensemaking resources simultaneously. When learning to incorporate any new strategy, it is helpful to picture what using this new approach might look and sound like. For this reason, Table 2 includes possible teacher prompts to illustrate how teachers might incorporate a translanguaging approach in their classroom.
To integrate a translanguaging approach in the classroom, teachers must recognize the language demands present in a particular unit, lesson, or moment in science instruction—including how language is used to engage in specific SEPs—and then find ways to leverage students’ multiple sensemaking resources. Figure 1 depicts a flowchart that can guide teachers through redesigning existing science lessons to take on a translanguaging approach. Through this process, teachers are asked to consider how they might leverage their multilingual students’ assets and address potential challenges they might encounter. In the remainder of the article, we explore these steps in detail and return to Ms. Silva’s classroom to illustrate this approach in practice.
Linguistic modes of communication
Nonlinguistic modes of communication
Teachers should consider the learning goals present in the unit, in the lesson, or within a single moment, so that revisions enhance multilingual students’ ability to achieve these goals. For instance, a lesson goal might be for students to develop models explaining how plants grow, while a goal for a learning moment could be to identify affordances or limitations of each model. To exemplify this process, we return to Ms. Silva’s classroom. Following the process outlined in Figure 1, Ms. Silva might identify the lesson’s learning goal as “students plan and implement an investigation to gather evidence about what environmental factors influence the growth of plants.” However, by posing the question to be explored and designing the investigation herself, she realized that she limited students’ ability to make sense of the many factors (aside from sunlight) that influence plants’ abilities to live and grow. Thus, her current lesson plan was not supporting the lesson’s learning goal.
To support authentic learning through SEPs, teachers must identify the practice or practices students will engage in. The focal SEP(s) may be explicitly described within the NGSS performance expectation the learning goals address. However, it is also possible that students draw on multiple SEPs to accomplish the learning goals. In her lesson, Ms. Silva identified planning and carrying out investigations as the SEP that she wanted her students to use to figure out what environmental factors influence the growth and development of lima beans. At the middle school level, this SEP involves students identifying questions to investigate and deciding what will count as evidence, what variables should be controlled, and what materials are needed to carry out the investigation (NGSS Lead States 2013).
When it comes to considering the role of language in SEPs, attention tends to be placed on those that are most obviously language intensive, such as argumentation and explanation. For example, when considering the practice of generating explanations, we immediately recognize that this practice requires students to communicate in productive ways (i.e., via speaking or writing). This often leads us to assume that multilingual students must first be proficient in English before they can engage in these practices. However, two issues arise from such an assumption: first, assuming English is a prerequisite limits multilingual students’ opportunities to engage in rich science learning, and second, speaking and writing are not the only ways multilingual students can represent scientific explanations. Students can also develop a drawn model or use their bodies and gestures to communicate their explanation for a phenomenon (Suárez 2020). It is important to note that all eight SEPs require students to use language in new ways and through both linguistic and nonlinguistic modes (González-Howard, Andersen, and Méndez Pérez 2021). Returning to Ms. Silva’s classroom example, Ms. Silva would need to consider the language demands embedded in planning and carrying out investigations. Ms. Silva may determine that to plan an investigation, students must use language to negotiate procedures with their peers, record these procedures, and communicate and provide peer feedback to ensure the investigation tests one variable at a time. While planning their investigations, students may also be introduced to new scientific terms such as variable and control in the context of meaningfully using them. Previously, Ms. Silva’s lesson provided students with a step-by-step procedure to follow and also pretaught these terms, both of which limited the ways her students were able to use language to engage in this practice.
Finally, it is important to intentionally incorporate opportunities for students to meet the associated language demands using all of their sensemaking resources. As previously mentioned, Table 2 includes a number of strategies teachers can employ when taking a translanguaging approach to support multilingual students’ sensemaking. Returning to our vignette example, Ms. Silva would need to consider how to leverage students’ many sensemaking resources as they work with peers to plan investigations. This lesson redesign might first encourage student groups to discuss ideas using a range of their linguistic resources to negotiate their plans, such as their home languages, their everyday language, and their developing English and academic science vocabulary. For example, Ms. Silva might plan to say, “What are some things in an outdoor garden environment that you think impact plants’ ability to grow?” Based on her students’ responses, she might ask, “Is there a word you use at home for this idea?” Second, Ms. Silva could ask students to document these ideas using a combination of words or drawings, intentionally leveraging her multilingual students’ nonlinguistic meaning-making resources. Here, she might say, “Use your hands to show what you mean by _____” or “What did you notice about how [student] used their body to explain their ideas?” Furthermore, Ms. Silva might encourage students to use their science notebooks to document ideas in the ways that make most sense to them, reminding students that “words are just one way to represent our ideas on paper.” Thus, their science notebooks become a place where students can make connections between writing and nonlinguistic representations to help communicate and track changes in their developing understandings of the focal phenomena.
With these revisions, Ms. Silva might expect students to form plans that involve one or more variables and controls. In previous years, Ms. Silva pretaught the terms variable and control. Her redesigned lesson, however, supports students in developing an understanding of these terms as the ideas behind them emerge authentically in students’ planning. Therefore, Ms. Silva also plans to help students give a name to the concepts as they are discussing them in their plans. For example, if students’ investigation plans illustrate the idea that they should only change one thing at a time, she can say, “I see in this drawn-out plan that we only want to change one ‘thing’ in our experiment. Another word we use in science for that is variable—or something that varies. Perhaps we can include that word next to the image of this investigation setup?”
Finally, Ms. Silva could plan to assess students’ progress using a gallery walk, where students explain their procedure to peers. While describing this activity, Ms. Silva could remind students to “be sure to use gestures or point to your drawings and written plans as you explain your procedure to peers so that they understand your plan and may ask questions or provide feedback.” This activity highlights the affordances of both linguistic and nonlinguistic modes of communication, allowing students’ current understandings and ideas to shine in whichever way they choose to express them. Ultimately, by providing multilingual students with opportunities to move seamlessly between these multiple modalities (i.e., engage in translanguaging), they will be encouraged to use language in ways that will not only push their understanding of the content (González-Howard, Andersen, and Méndez Pérez 2021) but will also better support them in showing what they know.
When shifting our instruction to better bring to life the vision behind the NGSS, it becomes our responsibility as teachers to ensure that all of our students have rich opportunities to participate and engage in authentic science learning. As seen in our example from Ms. Silva’s classroom, leveraging and encouraging translanguaging in the context of SEPs can support multilingual students in both their content learning and in developing deeper understanding of how language is used to meaningfully engage in SEPs. Encouraging students to represent new terms and ideas in multiple ways, switch fluidly between different modes of language, and make connections between their home language(s) and scientific phenomena helps multilingual students draw on their full range of sensemaking resources and ultimately helps them form deeper understandings of the focal phenomena. Incorporating a translanguaging approach will take time, practice, and much reflection as we continue to rethink what “counts” as doing science and, just as important, what “counts” as language in science (González-Howard, Suárez, and Grapin 2021). By recognizing and leveraging the various ways that multilingual students make sense of scientific phenomena and the various resources available to them for doing so, we have the potential to create more equitable learning experiences and classrooms.
The writing of this work was supported by the National Science Foundation project “CAREER: Developing Elementary Preservice Teachers’ Understandings and Abilities to Support Emerging Bilingual Students’ Scientific Sensemaking” (NSF Grant #1942912).
Sage Andersen (email@example.com) is a doctoral student, Karina Méndez Pérez is a doctoral student, and María González-Howard is an assistant professor, all in the STEM Education Program in the Department of Curriculum and Instruction, College of Education, at The University of Texas at Austin.
González-Howard, M., S. Andersen, and K. Méndez Pérez. 2021. Enhancing science lessons to address multilingual students’ engagement in science and engineering practices. Science Scope 44 (3): 24–31.
González-Howard, M., E. Suárez, and S. Grapin. 2021. A call to #retireELL in science education [Blog]. Arlington, VA: National Science Teaching Association. https://www.nsta.org/blog/call-retireell-science-education
Lee, O., L. Llosa, S. Grapin, A. Haas, and M. Goggins. 2019. Science and language integration with English learners: A conceptual framework guiding instructional materials development. Science Education 103 (2): 317–337. https://doi.org/10.1002/sce.21498
NGSS Lead States. 2013. Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press.
Schwarz, C.V., C. Passmore, and B.J. Reiser. 2017. Moving beyond “knowing about” science to making sense of the world. In Helping students make sense of the world using Next Generation Science and Engineering Practices, eds. C.V. Schwarz, C. Passmore, and B.J. Reiser, 3–21. Arlington, VA: NSTA Press.
Suárez, E. 2020. “Estoy Explorando Science”: Emergent bilingual students problematizing electrical phenomena through translanguaging. Science Education 104 (5): 791–826.
Web SeminarScience Update: Making Climate Science Matter: Expanding the Use and Reach of the Fifth National Climate Assessment, May 2, 2024
Join us on Thursday, May 2, 2024, from 7:00 to 8:00 PM ET, to learn about the fifth National Climate Assessment (NCA5) report....
Msaada wa Wanafunzi wa Lugha nyingi: Utafiti wa Sayansi katika Muktadha wa Sayansi na Uhandisi na Sage Andersen, Karina Mendes Perez, na María González-Howard Ms. Silva, ambaye anafundisha sayansi ya darasa la sita katika shule yenye idadi kubwa ya wanafunzi wa lugha nyingi, ni kukagua mipango ya somo kwa ajili ya kitengo cha sayansi ijayo. Shule yake hivi karibuni ilianza kupitisha Viwango vya Sayansi ya Kizazi Kijayo (NGSS), ambayo inasisitiza umuhimu wa wanafunzi pamoja "kugundua" au "kufanya maana ya" matukio ya sayansi wakati wa kushiriki katika mazoezi ya sayansi na uhandisi (SEPs). Mwaka jana, alishirikiana na wenzake kurekebisha vitengo karibu na matukio ya sayansi ya kuvutia na ya kweli. "Mtazamo wa ""Mtazamo wa Mwili"" ni muhimu kwa sababu ya suala la msingi: ""Je, mazingira ya mazingira yanaathiri ukuaji wa mimea?""" Wanafunzi wanaweza kutafakari juu ya suala hili katika muktadha wa kubuni bustani ya balcony endelevu ambayo inaweza kukuza mazao ya kula katika nafasi ndogo. Kwa hivyo, ushahidi uliokusanywa katika shughuli za kujifunza na uchunguzi katika kitengo hiki unapaswa kusaidia wanafunzi katika kujenga ufafanuzi wa kisayansi unaotegemea ushahidi wa jinsi sababu za mazingira zinavyoathiri ukuaji wa mimea, ambayo wanafunzi wanaweza kutumia kuhalalisha miundo yao ya bustani (MSLS1-5; NGSS Lead States 2013). Mwaka jana, alipokuwa akifundisha kitengo hiki kilichobadilishwa, Bi. Silva aliona mabadiliko makubwa katika hamu ya wanafunzi ya kujifunza. Hata hivyo, bado anajiuliza ni kwa kiwango gani wanafunzi wote, hasa wanafunzi wake wa lugha nyingi, walitumia SEP kwa maana ili "kuelewa" matukio ya msingi. Kwa kuzingatia mawazo haya, Bi Silva anachunguza moja ya uchunguzi wake wa majaribio na kweli kwa kitengo kinachofuata ambapo wanafunzi hufanya uchunguzi ili kuamua ni nini mambo ya mazingira yanayoathiri ukuaji wa mimea. Katika somo hili, wanafunzi wanalinganisha ukuaji wa mbegu ya lima iliyopandwa chini ya jua moja kwa moja na ile iliyopandwa katika eneo lenye kivuli. Zamani, wanafunzi wengi waliweza kufuata utaratibu uliokuwa umeandikwa kimbele na kufikia mkataa uliokusudiwa - kwamba maharagwe ya lima hukua vizuri zaidi yanapopatikana na nuru ya jua moja kwa moja. Hata hivyo, juu ya ukaguzi wa kina wa somo, Bi Silva anatambua kwamba yeye - si wanafunzi wake - aliweka swali kuwa kuchunguzwa na iliyopangwa nyanja zote za uchunguzi. "Hii ilisababisha maswali yafuatayo kukimbia kupitia akili yake: ""Ninawezaje kubuni upya somo hili ili wanafunzi wawe wale wanaohusika kikamilifu na kwa maana katika SEPs?""" Ni changamoto gani ambazo wanafunzi wangu wanaweza kukabili wakati wanapoanza kufanya kazi kwa bidii na kwa njia bora? Hii ni changamoto ya kawaida ambayo walimu wanakabiliwa nayo wanapojaribu kurekebisha na kuboresha mtaala uliopo ili kufanana vizuri na NGSS, wakati wote wakizingatia idadi yao maalum ya wanafunzi. "Kama ilivyoelezwa hapo juu, ""NGS imeweka msingi wa masomo ya msingi kwa kushiriki katika mchanganyiko wa SEP nane, kama vile kupanga na kutekeleza uchunguzi na kujenga maelezo"" (NGS Lead States 2013)." SEPs kusaidia sensemaking kwa kutenda kama gari ambayo wanafunzi kikamilifu kazi ya <unk>figured out<unk> badala ya <unk>kujifunza kuhusu<unk> mawazo makubwa ya sayansi (Schwarz, Passmore, na Reiser 2017). Hata hivyo, kila SEP ni asili ya lugha ya kina na inahitaji wanafunzi kutumia lugha kwa njia mpya na ngumu (Gonzalez-Howard, Andersen, na Mendez-Perez, 2021). Wanafunzi wa lugha nyingi - kikundi tofauti sana cha watu ambao hutofautiana kwa sababu nyingi, pamoja na lugha wanazojua na ustadi wao katika lugha hizi - lazima waende kwa mahitaji haya wakati huo huo wakikua uelewa wao na matumizi ya Kiingereza. Kama vile wanafunzi wanajifunza maudhui kupitia ushiriki katika SEP (Schwarz, Passmore, na Reiser 2017), utafiti umeonyesha kwamba maendeleo ya lugha ya wanafunzi wa lugha nyingi huungwa mkono bora katika muktadha wa kujifunza maudhui. 2019) na Matumizi ya kweli na ya dhati ya SEP hutoa fursa kwa wanafunzi wa lugha nyingi kushiriki katika njia mpya za mawasiliano, kupanua uwezo wao wa kutumia lugha na rasilimali nyingine za maana ili kukuza uelewa wao wa matukio ya asili. 2019) na Hata hivyo, ili kujifunza kama hiyo kutokea, walimu lazima wajifunze kutumia na kuhamasisha matumizi ya rasilimali zote za kutengeneza maana zinazopatikana kwa wanafunzi. Katika makala hii, tunachunguza jinsi walimu wanaweza kusaidia zaidi wanafunzi wa lugha nyingi kupata maana ya kisayansi katika muktadha wa SEP, haswa kupitia translanguaging - njia ambazo watu wanajihusisha na kupata maana na kuelezea mawazo kwa kutumia rasilimali zao zote za mawasiliano, ambazo ni pamoja na njia za lugha na zisizo za lugha. Kwanza tunaanzisha na kuelezea translanguaging, kisha kuchunguza hatua halisi walimu wanaweza kuchukua kubuni upya masomo ya sayansi kwa kutumia mbinu translanguaging, kuzingatia wakati wanafunzi maana kushiriki katika SEPs kwa sensemaking. Hatua hizi zitaonyeshwa kwa kutumia picha ya ufunguzi kutoka darasani la Bi. Silva. Mifano iliyotumika katika makala hii inatokana na mchanganyiko wa madarasa ya walimu ambayo tumefanya kazi nayo katika siku za nyuma na mikakati iliyotajwa katika fasihi ya utafiti kama mazoea bora ya kusaidia wanafunzi wa lugha nyingi kufanya maana ya kisayansi. Ingawa mikakati iliyoonyeshwa katika makala hii imeonyeshwa kusaidia wanafunzi wa lugha nyingi, pia itasaidia walimu kufikiria tena masomo yao kwa njia ambazo zinaunga mkono wanafunzi wote, haswa wanafunzi katika wigo wa viwango vya uwezo ambao rasilimali za sensemaking hazitambuliwi au hazitumiki wakati wa kujifunza sayansi. Katika elimu ya sayansi, kuna mwelekeo wa kupanua njia za lugha za mawasiliano (kile tunachofikiria kama <unk> lugha<unk>) wakati wa kusaidia wanafunzi wa lugha nyingi kufanya maana ya kisayansi (Gonzalez-Howard, Andersen, na Mendez Pérez 2021). Hata hivyo, wanafunzi wanaozungumza lugha nyingi wana rasilimali mbalimbali za kutengeneza maana ambazo wanaweza kutumia kushiriki na kuwasiliana katika kujifunza sayansi ambazo mara nyingi hazitumiwi. Kwa mfano, rasilimali za lugha za wanafunzi zinaweza kujumuisha lugha nyingi wanazozungumza (au wanajifunza kuzungumza) na kuanzia njia zisizo rasmi, kama vile lugha ya kila siku, hadi lugha ya kitaaluma rasmi zaidi. Wanafunzi pia wana rasilimali nyingi zisizo za lugha, ikiwa ni pamoja na ishara, kuchora, na matumizi ya alama pamoja na zile zinazotumiwa kwa kawaida katika sayansi kama vile kuunda mfano, grafu, au chati. Meza 1 inaonyesha rasilimali nyingi za lugha na zisizo za lugha ambazo wanafunzi wanaozungumza lugha nyingi wanaweza kutumia kwa ajili ya utambuzi wa kisayansi. Si vya kutosha kwa walimu kutumia moja au mbili ya rasilimali hizi katika somo fulani. Badala yake, tunaamini kwamba walimu wanapaswa kuhamasisha wanafunzi wa lugha nyingi kusonga kwa uhuru kati yao na kutumia rasilimali zao zote za kutengeneza maana kupitia mbinu ya kuhamisha lugha. Kipengele muhimu cha translanguaging ni kutambua jinsi wanafunzi wetu wote 'nonlinguistic na lugha njia ya mawasiliano inaweza kutumika synergistically kusaidia na kueleza sayansi sensemaking. Kwa mfano, mwalimu anayetumia mbinu ya kutafsiri lugha anaweza kuwachochea wanafunzi waandike na kuchora maelezo yao ya jambo fulani, badala ya kutegemea tu kuandika. Meza 2 hutoa mikakati kadhaa ya kutafsiri ambayo imeonyeshwa kusaidia wanafunzi wa lugha nyingi kupata maana katika sayansi na inaweza kuingizwa katika masomo ya sayansi yaliyopo au kutumika kama rasilimali wakati wa kubuni masomo mapya. Ni muhimu kutambua kwamba ingawa sisi ni pamoja na mapendekezo ambayo inaweza kushughulikia ama lugha au rasilimali zisizo za lugha, mikakati hii haipaswi kutumika kwa kujitenga. Badala yake, walimu wanapaswa kutafuta kujumuisha mikakati ambayo hutegemea aina mbalimbali za rasilimali za wanafunzi za kutengeneza maana kwa wakati mmoja. Unapojifunza kuingiza mkakati wowote mpya, ni muhimu kufikiria jinsi kutumia mbinu hii mpya inaweza kuonekana na kusikika. Kwa sababu hii, Jedwali 2 linajumuisha maelekezo ya mwalimu yanayoweza kuonyesha jinsi walimu wanaweza kuingiza mbinu ya kutafsiri lugha katika darasa lao. Ili kuunganisha mbinu ya kuhamisha lugha katika darasa, walimu lazima watambue mahitaji ya lugha yaliyopo katika kitengo fulani, somo, au wakati katika mafundisho ya sayansi - ikiwa ni pamoja na jinsi lugha inavyotumiwa kushiriki katika SEPs maalum - na kisha kupata njia za kutumia rasilimali nyingi za wanafunzi za kutengeneza maana. Picha ya kwanza inaonyesha chati ya mtiririko ambayo inaweza kuwaongoza walimu kupitia kubuni upya masomo ya sayansi yaliyopo kuchukua mbinu ya kutafsiri lugha. Katika mchakato huu, walimu wanaulizwa kuzingatia jinsi wanaweza kuimarisha mali za wanafunzi wao wa lugha nyingi na kushughulikia changamoto zinazoweza kukutana nao. Katika sehemu iliyobaki ya makala, tunachunguza hatua hizi kwa undani na kurudi darasani kwa Bi Silva ili kuonyesha mbinu hii katika mazoezi. Njia za mawasiliano zisizo za lugha: Walimu wanapaswa kuzingatia malengo ya kujifunza yaliyopo katika kitengo, katika somo, au ndani ya wakati mmoja, ili marekebisho ya kuboresha uwezo wa wanafunzi wa lugha nyingi kufikia malengo haya. Kwa mfano, lengo la somo linaweza kuwa kwa wanafunzi kuendeleza mifano inayoelezea jinsi mimea inakua, wakati lengo la wakati wa kujifunza linaweza kuwa kutambua affordances au mapungufu ya kila mfano. Ili kuonyesha utaratibu huu, tunarudi kwenye darasa la Bi. Silva. "Kwa kufuata mchakato ulioelezwa katika Mchoro wa 1, Bi Silva anaweza kutambua lengo la kujifunza la somo kama ""wanafunzi kupanga na kutekeleza uchunguzi ili kukusanya ushahidi kuhusu nini mambo ya mazingira huathiri ukuaji wa mimea.""Hata hivyo, kwa kuweka swali la kuchunguzwa na kubuni uchunguzi mwenyewe, alitambua kwamba alipunguza uwezo wa wanafunzi wa kuelewa mambo mengi (mbali na jua) ambayo huathiri uwezo wa mimea ya kuishi na kukua." Hivyo, mpango wake wa sasa wa somo haukuunga mkono lengo la kujifunza la somo. Ili kuunga mkono ujifunzaji wa kweli kupitia SEPs, walimu lazima watambue mazoezi au mazoezi ambayo wanafunzi watajihusisha nayo. SEPs ya msingi inaweza kuelezwa wazi ndani ya matarajio ya utendaji wa NGSS ambayo malengo ya kujifunza yanashughulikia. Hata hivyo, ni pia inawezekana kwamba wanafunzi kuvutia juu ya SEPs nyingi ili kutimiza malengo ya kujifunza. Katika somo lake, Bi Silva alitambua kupanga na kufanya uchunguzi kama SEP ambayo alitaka wanafunzi wake watumie kugundua ni mambo gani ya mazingira yanayoathiri ukuaji na maendeleo ya maharagwe ya lima. Katika shule ya sekondari, SEP inahusisha wanafunzi kutambua maswali ya kuchunguza na kuamua nini itahesabiwa kama ushahidi, ni vigezo gani vinavyopaswa kudhibitiwa, na ni vifaa gani vinavyohitajika kufanya uchunguzi (NGSS Lead States 2013). Wakati wa kuzingatia jukumu la lugha katika SEP, tahadhari huelekea kuwekwa kwenye zile ambazo ni wazi zaidi ya lugha, kama vile hoja na ufafanuzi. Kwa mfano, wakati wa kuzingatia mazoezi ya kuzalisha maelezo, mara moja tunatambua kwamba mazoezi haya yanahitaji wanafunzi kuwasiliana kwa njia za uzalishaji (yaani, kupitia kuongea au kuandika). Hii mara nyingi inatuongoza kudhani kwamba wanafunzi wa lugha nyingi lazima kwanza kuwa na ustadi katika Kiingereza kabla ya kuweza kushiriki katika mazoea haya. Hata hivyo, masuala mawili yanatokea kutokana na dhana kama hiyo: kwanza, kudhani Kiingereza ni sharti hupunguza fursa za wanafunzi wa lugha nyingi kushiriki katika kujifunza sayansi tajiri, na pili, kuzungumza na kuandika si njia pekee wanafunzi wa lugha nyingi wanaweza kuwakilisha maelezo ya kisayansi. Wanafunzi wanaweza pia kuendeleza mfano uliochorwa au kutumia miili yao na ishara kuwasiliana na ufafanuzi wao kwa jambo fulani (Suárez 2020). "Kama ilivyoelezwa hapo juu, ""SEPs zote nane zinahitaji wanafunzi kutumia lugha kwa njia mpya na kupitia njia zote mbili za lugha na zisizo za lugha"" (Gonzalez-Howard, Andersen, na Mendez-Perez, 2021)." Kurudi kwa mfano wa darasa la Bi. Silva, Bi. Silva angehitaji kuzingatia mahitaji ya lugha yaliyojumuishwa katika kupanga na kutekeleza uchunguzi. Ms. Silva anaweza kuamua kwamba kwa kupanga uchunguzi, wanafunzi lazima watumie lugha kujadili taratibu na wenzao, kurekodi taratibu hizi, na kuwasiliana na kutoa maoni ya wenzao ili kuhakikisha uchunguzi unajaribu tofauti moja kwa wakati. Wakati wa kupanga uchunguzi wao, wanafunzi wanaweza pia kuanzishwa kwa maneno mapya ya kisayansi kama vile kutofautiana na kudhibiti katika muktadha wa kutumia kwa maana. Hapo awali, somo la Bi Silva liliwapa wanafunzi utaratibu wa hatua kwa hatua wa kufuata na pia walifundisha maneno haya mapema, ambayo yote mawili yalipunguza njia ambazo wanafunzi wake waliweza kutumia lugha kushiriki katika mazoezi haya. Mwishowe, ni muhimu kwa makusudi kuingiza fursa kwa wanafunzi kukidhi mahitaji ya lugha kuhusishwa kwa kutumia rasilimali zao zote sensemaking. Kama ilivyoelezwa hapo awali, Jedwali 2 linajumuisha mikakati kadhaa ambayo walimu wanaweza kutumia wakati wa kuchukua mbinu ya kutafsiri kusaidia wanafunzi wa lugha nyingi kupata maana. Kurudi kwa mfano wetu vignette, Bi Silva ingekuwa haja ya kuzingatia jinsi ya leverage wanafunzi'mengi sensemaking rasilimali kama wao kazi na wenzao kupanga uchunguzi. Mpango huu wa upya wa somo unaweza kwanza kuhamasisha vikundi vya wanafunzi kujadili mawazo kwa kutumia aina mbalimbali za rasilimali zao za lugha ili kujadili mipango yao, kama vile lugha zao za nyumbani, lugha yao ya kila siku, na lugha yao ya Kiingereza na lugha ya kisayansi ya kisayansi. "Kwa mfano, Bi Silva anaweza kupanga kusema, ""Ni nini baadhi ya mambo katika mazingira ya bustani ya nje ambayo unafikiri athari mimea uwezo wa kukua?""Kutokana na majibu ya wanafunzi wake, anaweza kuuliza, ""Je, kuna neno wewe kutumia nyumbani kwa wazo hili?""Pili, Bi Silva inaweza kuuliza wanafunzi kumbukumbu mawazo haya kwa kutumia mchanganyiko wa maneno au michoro, makusudi leveraging wanafunzi wake multilingual ""nonlinguistic maana-kufanya rasilimali." "Hapa, anaweza kusema, ""Tumia mikono yako kuonyesha unachomaanisha kwa... au ""Umeona nini kuhusu jinsi mwanafunzi anavyotumia mwili wake kuelezea mawazo yao?"" Kwa kuongezea, Bi Silva anaweza kuwachochea wanafunzi kutumia vitabu vyao vya sayansi kuandika mawazo kwa njia ambazo zina maana zaidi kwao, akiwakumbusha wanafunzi kwamba ""maneno ni njia moja tu ya kuwakilisha mawazo yetu kwenye karatasi.""" Kwa marekebisho haya, Bi. Silva anaweza kutarajia wanafunzi waunda mipango inayohusisha vigezo na udhibiti mmoja au zaidi. Katika miaka ya awali, Bi Silva alitoa mafundisho ya awali juu ya maneno variable na control. Hata hivyo, somo lake lililobadilishwa linawasaidia wanafunzi kuelewa maneno hayo kwa sababu mawazo yaliyo nyuma yake yanaonekana waziwazi katika mipango ya wanafunzi. Kwa hivyo, Bi Silva pia anapanga kusaidia wanafunzi kutoa jina kwa dhana wakati wanazozungumzia katika mipango yao. Kwa mfano, kama mipango ya uchunguzi wa wanafunzi inaonyesha wazo kwamba wanapaswa kubadilisha kitu kimoja tu kwa wakati, anaweza kusema, "Ninaona katika mpango huu uliochorwa kwamba tunataka kubadilisha "kitu" kimoja tu katika jaribio letu. Neno jingine tunatumia katika sayansi kwa ajili ya kwamba ni kutofautiana <unk> au kitu ambacho hutofautiana. "Hata hivyo, kwa sababu ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali ya hali.""" Wakati wa kuelezea shughuli hii, Bi Silva anaweza kuwawakumbusha wanafunzi kuwa: "Jihadharini kutumia ishara au kuelekeza kwenye michoro yako na mipango iliyoandikwa unapowaelezea wenzako utaratibu wako ili waweze kuelewa mpango wako na wanaweza kuuliza maswali au kutoa maoni." "Kwa hivyo, kwa kuwapa wanafunzi wa lugha nyingi fursa za kuhamia bila shida kati ya njia hizi nyingi (yaani, kushiriki katika ""kuhamisha lugha,"" watahimizwa kutumia lugha kwa njia ambazo hazitaongeza tu uelewa wao wa yaliyomo (Gonzalez-Howard, Andersen, na Mendez-Perez, 2021) lakini pia zitawasaidia zaidi kuonyesha kile wanachojua." """Kama tunabadilisha mafundisho yetu ili kuleta maono nyuma ya NGSS, inakuwa jukumu letu kama walimu kuhakikisha kwamba wanafunzi wetu wote wana fursa nyingi za kushiriki na kushiriki katika kujifunza sayansi halisi." Kama ilivyoonekana katika mfano wetu kutoka darasa la Bi Silva, kuendeleza na kuhamasisha uhamisho katika muktadha wa SEPs inaweza kusaidia wanafunzi wa lugha nyingi katika kujifunza kwao na katika kuendeleza uelewa wa kina wa jinsi lugha inavyotumiwa kushiriki kwa maana katika SEPs. Kuwatia moyo wanafunzi kuwakilisha maneno na mawazo mapya kwa njia nyingi, kubadili kwa urahisi kati ya njia tofauti za lugha, na kufanya uhusiano kati ya lugha zao za nyumbani na matukio ya kisayansi husaidia wanafunzi wa lugha nyingi kuvutia rasilimali zao kamili za utambuzi na hatimaye kuwasaidia kuunda uelewa wa kina wa matukio ya msingi. Kuingiza mbinu ya kuhamisha lugha itachukua muda, mazoezi, na tafakari nyingi tunapoendelea kufikiria tena kile "kinachohesabiwa" kama kufanya sayansi na, muhimu kama hiyo, kile "kinachohesabiwa" kama lugha katika sayansi (González-Howard, Suárez, na Grapin 2021). Kwa kutambua na kutumia njia mbalimbali ambazo wanafunzi wanaozungumza lugha nyingi wanaelewa matukio ya kisayansi na rasilimali mbalimbali zinazopatikana kwa ajili ya kufanya hivyo, tuna uwezo wa kuunda uzoefu wa kujifunza na madarasa ya usawa zaidi. Kazi hii ilitolewa kwa msaada wa mradi wa National Science Foundation (NSF) - Career: Kuendeleza Elementary Preservice Walimu - Uelewa na Uwezo wa Kuunga mkono Wanafunzi wa Kilimanga wanaojitokeza - Scientific Sensemaking (NSF Grant # 1942912). Sage Andersen (email@example.com) ni mwanafunzi wa udaktari, Karina Mendes-Perez ni mwanafunzi wa udaktari, na María González-Howard ni profesa msaidizi, wote katika Programu ya Elimu ya STEM katika Idara ya Mtaala na Mafundisho, Chuo cha Elimu, katika Chuo Kikuu cha Texas huko Austin. González-Howard, M., S. Andersen, na K. Méndez Pérez. 2021 - Mwezi wa Mwezi Kuongeza masomo ya sayansi ili kushughulikia ushiriki wa wanafunzi wa lugha nyingi katika mazoezi ya sayansi na uhandisi. Utafiti wa Sayansi: 443 González-Howard, M., E. Suárez, na S. Grapin. 2021 - Mwezi wa Mwezi #RetireEll katika elimu ya sayansi Arlington, VA: Chama cha Kitaifa cha Ufundishaji wa Sayansi. "Kutoka kwa ""Mwanzoni mwa Utafiti"" na ""Mwanzoni mwa Utafiti"" na ""Mwanzoni mwa Utafiti"" na ""Mwanzoni mwa Utafiti"" na ""Mwanzoni mwa Utafiti"" na ""Mwanzoni mwa Utafiti"" na ""Mwanzoni mwa Utafiti"" na ""Mwanzoni mwa Utafiti"" na ""Mwanzoni mwa Utafiti"" na ""Mwanzoni mwa Utafiti.""" Mwaka wa 2019. Sayansi na lugha ya ushirikiano na wanafunzi wa Kiingereza: Mfumo wa dhana kuongoza maendeleo ya vifaa vya mafundisho. Mafunzo ya Sayansi 103 (2): 317 <unk> 337. (i) (ii) (iii) (iii) (iii) (iv) (iv) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) (v) ( Mwaka 2013 Viwango vya Sayansi ya Kizazi Kijayo: Kwa majimbo, na majimbo. Washington, DC: Shirika la National Academies Press. Schwarz, C. V., C. Passmore, na B. J. Reiser. (Kushangaa) Mwaka wa 2017. Kuhamia zaidi ya <unk>kujua kuhusu<unk> sayansi ya kufanya maana ya dunia. Katika kusaidia wanafunzi kuelewa ulimwengu kwa kutumia Next Generation Sayansi na Uhandisi Mazoea, eds. C. V. Schwarz, C. Passmore, na B. J. Reiser, 3  21. Arlington, VA: NSTA Press. Suarez, E. 2020 <unk>Estoy Explorando Science<unk>: Wanafunzi wa lugha mbili wanaojitokeza wanachanganya matukio ya umeme kupitia kutafsiri lugha. Mafunzo ya Sayansi 104 (5): 791-826 "Kama ""Mafunzo ya Sayansi ya Hali ya Hewa"" ya Utafiti wa Hali ya Hewa wa Kitaifa wa 5th, Mei 2, 2024, na ""Mafunzo ya Sayansi ya Hali ya Hewa"" ya Utafiti wa Hali ya Hewa ya Kitaifa ya 5th, Mei 2, 2024, na ""Mafunzo ya Sayansi ya Hali ya Hewa"" ya Utafiti wa Hali ya Hewa ya 5th, Mei 2, 2024."