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Spaces for multilingualism?: Multilingual approaches and activities in mathematics and science education
Malmö University, Disciplinary literacy and inclusive teaching. Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).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: 0000-0002-8012-6310
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
2023 (English)In: ESERA 2023: Abstract book / [ed] Metin Sardag; Gokhan Kaya, 2023, article id 1065Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The purpose of the interdisciplinary project is to generate knowledge about the pedagogical potentials and limitations of multilingual practices in mathematics and science education. We specifically aim to explore and problematise how multilingual approaches and activities may promote mathematics and science teaching and learning in school years 4–9. The qualitative project is conducted by an interdisciplinary research team that integrates theories from educational research in didactics, sociology and linguistics, including translanguaging theories. The project’s four-year period comprises initial exploration of existing pedagogical practices, mainly through workshops with teachers, classroom observations and interviews with students and teachers, in four culturally and linguistically diverse schools. This explorative phase is followed by a two-year period of pedagogical interventions, in which teachers and researchers together design, carry out and analyse classroom interventions. The interventions involve exploring the pedagogical potentials and limitations for promoting multilingual resources for teaching and learning. Further, students’ identities as engaged learners of mathematics and science are explored. Our ambition is for the project to contribute with new and multifaceted knowledge on the complexity of teaching and learning in multilingual mathematics and science classrooms in mainstream compulsory schools in which the students have a variety of language backgrounds.

Place, publisher, year, edition, pages
2023. article id 1065
Keywords [en]
explorative interventional study, spaces for multilingualism, translanguaging
National Category
Didactics
Research subject
Science education
Identifiers
URN: urn:nbn:se:mau:diva-62455OAI: oai:DiVA.org:mau-62455DiVA, id: diva2:1796281
Conference
The 15th Conference of the European Science Education Research Association (ESERA): Connecting Science Education with Cultural Heritage, Cappadocia, Turkey, August 28 - September 1, 2023
Funder
Swedish Research Council, 2021-04155Available from: 2023-09-12 Created: 2023-09-12 Last updated: 2023-09-15Bibliographically approved

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Karlsson, AnnikaNygård Larsson, PiaSvensson Källberg, PetraJakobsson, Anders

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Disciplinary literacy and inclusive teachingDepartment of Natural Science, Mathematics and Society (NMS)Department of Culture, Languages and Media (KSM)
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