Translanguaging in elementary science

In a phenomenon known as translanguaging, multilingual learners draw freely from their repertoires without regard for language boundaries. Although live lives between languages in communities, science education is just beginning to acknowledge the important role of hybrid practices learning. This study investigated one translingual event fourth grade classroom focused on electrical phenomena. Expanding our prior soil sample lab (Lemmi et al., Citation2021) this paper documented eight talk types that took place during exchanges snap circuit activity: (1) making comparisons, (2) asking and answering questions, (3) explaining, (4) giving directions, (5) observations, (6) agreeing, (7) exclaiming, (8) affirming. Our findings suggest students’ participation serves valuable academic social roles should be considered an contribution work has implications ways which teachers can support meaningful learning spaces through use manipulatives explicit invitation practices. It also calls expanding field understanding purpose translanguaging disrupt monolingual norms.