Translanguaging as an Essential Practice in Socially Just Science Classrooms: How to make all language styles appropriate for science learning

Science teachers decide which languages they deem "appropriate" for science learning in everything from classroom conversations to student presentations, writing on tests, and in lab reports. Why translanguaging is essential in science classrooms The shift toward three-dimensional science teaching called for in the Framework for K-l2 Science Education (National Research Council 2012) and NGSS offers new challenges and opportunities for multilingual youth in science classrooms. Translanguaging practices offer a way for science teachers to rewrite the norms for what is "appropriate" language for science learning and in the process create more socially just and equitable learning environments. To design linguistically sustaining science learning environments for this diversity of students, teachers must test out different ideas, taking into account students' backgrounds and needs, and be responsive to student feedback.