Term

Spring 2022

Capstone

Thesis

Degree Name

MAT

Primary Advisor/Dissertation Chair

Trish Harvey

Secondary Advisor/Reader One

Angela Froemming

Peer-Reviewer/Reader Two

Emily Meyer

Abstract

Borré, A. (2022). No “Pobrecito Student”: Translanguaging High-School Science for Academic Language Development. The research questions addressed in this study were: what are the impacts of translanguaging on academic language development? And what are the challenges and successes in implementing translanguaging in highly culturally and linguistically diverse classrooms? Thus, the topics explored in the literature review range from research on academic language development and the teaching and learning of science in high school and the struggles and challenges English Language Learners (ELLs) face when learning then different content areas. The literature review also reveals some of the findings emerging from the implementation of translanguaging in bi/multilingual classrooms. This study involved a cohort of 12 level 5 ELLs from culturally and linguistically diverse backgrounds in an Academic Writing class. Participants were instructed and encouraged to strategically incorporate their home languages through the use of different translanguaging practices in a unit of work on Pollution and Climate Change. Participants were given a pre-test in which they had to write a paragraph describing the environmental issue they could see on a picture using the Claim, Evidence, and Reasoning (CER) format. The objective was to observe and examine the impact of translanguaging practices in the classroom and assess the challenges and areas of success. A mixed-methods approach was used to assess the impact and growth. Both quantitative and qualitative data collection tools were used including pre/post-test and observation rubrics, assessments given to students, and the teacher research journal. Data revealed growth in terms of paragraph organization and the complexity and variety of sentences. The results suggest that translanguaging impacted participants’ identity, sense of agency, and participation in class. Implications, limitations, and recommendations for future research are discussed.

Research Methodology

Action Research, Case Study, Curriculum Development, Mixed Methods

Keywords

Curriculum, ESL/ ELLs, Multicultural Education, Multilingual Education

dc_type

text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

dc_source

School of Education Student Capstone Theses and Dissertations

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