The Effect of Translanguaging in a Middle School Science Classroom

Abstract

In today’s increasingly multilingual classrooms, leveraging students’ diverse linguistic resources is essential for fostering equity, inclusion and deeper learning. This action research explored the impact of translanguaging on student engagement, joy, and identity in a middle school science classroom. Translanguaging, which is leveraging students' full linguistic repertoire, was integrated into NGSS-aligned instruction in 8^th grade science classes. Using pre- and post-surveys, data collected were analyzed to assess changes in student learning experience. Analysis of data indicates that translanguaging strategies foster greater engagement, affirm students’ cultural and linguistic identities, and create more inclusive and collaborative learning environments. The significant shifts in the reported instances of translanguaging, peer collaboration using LOTE, and positive shifts in attitudes and participation confirm that multilingual practices can transform science learning into a more inclusive, responsive, and meaningful experience. While some students have expressed minor concerns for potential confusion, the overall result was overwhelmingly positive. The result of this research reinforces that importance of culturally and linguistically responsive instruction. This highlights translanguaging as an effective strategy to promote equity, belonging and deeper and meaningful learning in science.