Malmö University Publications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Students’ Multilingual Negotiations of Science in Third Space
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.ORCID iD: 0000-0001-8751-2698
Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM). Malmö University, Disciplinary literacy and inclusive teaching.ORCID iD: 0000-0002-8843-6196
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching.ORCID iD: 0000-0003-1438-3607
2021 (English)In: Translanguaging in Science Education / [ed] Anders Jakobsson, Pia Nygård Larsson, Annika Karlsson, Springer , 2021, p. 119-141Chapter in book (Refereed)
Abstract [en]

This chapter focuses on the complexity of learning processes in a translanguaging science classroom (TSC). We explore multilingual students’ use of their first and second languages in authentic meaning-making in translanguaging situations in a middle school in Sweden. In the analysis, we interpret these classroom situations as multilingual hybrid spaces, in which both content and languages are simultaneously negotiated in order to create meaning. The aim is to investigate how these situations may contribute to the development of students’ conceptual knowledge and language use in science. The negotiations are illustrated as movements in multilingual discursive loops, which includes immediate and dynamic movements between “national languages” (Swedish and Arabic) and different discourses (every-day and scientific) with support from multimodal resources. We describe these movements in a model and conclude that the students’ language and conceptual development is largely enabled by opening up the multilingual negotiation spaces that constitute a TSC.

Place, publisher, year, edition, pages
Springer , 2021. p. 119-141
Series
Sociocultural Explorations of Science Education, ISSN 2731-0248, E-ISSN 2731-0256 ; 27
Keywords [en]
Language and conceptual development, Multilingual discursive loops, Science education, Subject-specific language, Translanguaging
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:mau:diva-50389DOI: 10.1007/978-3-030-82973-5_7ISBN: 978-3-030-82972-8 (print)ISBN: 978-3-030-82973-5 (print)OAI: oai:DiVA.org:mau-50389DiVA, id: diva2:1641471
Projects
Forskningsprogrammet Disciplinary literacy and inclusive teaching (LIT)Available from: 2022-03-02 Created: 2022-03-02 Last updated: 2023-01-18Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Publisher's full text

Authority records

Karlsson, AnnikaNygård Larsson, PiaJakobsson, Anders

Search in DiVA

By author/editor
Karlsson, AnnikaNygård Larsson, PiaJakobsson, Anders
By organisation
Department of Natural Science, Mathematics and Society (NMS)Disciplinary literacy and inclusive teachingDepartment of Culture, Languages and Media (KSM)
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

doi
isbn
urn-nbn

Altmetric score

doi
isbn
urn-nbn
Total: 85 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf