Young children's translanguaging as emergent in and through open‐ended science pedagogies

Equity‐focused calls for elementary education reform recognize the importance of student and teacher translanguaging, yet nuances of how this process unfolds in early childhood science is an underexplored area. This study examines young plurilingual children's participation in science investiga...

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Veröffentlicht in:	Journal of research in science teaching 2025-01, Vol.62 (1), p.347-378
Hauptverfasser:	Siry, Christina, Wilmes, Sara E. D., Sportelli, Doriana
Format:	Artikel
Sprache:	eng
Schlagworte:	Childhood Children & youth Classrooms Communication Communication (Thought Transfer) Competence Early childhood education early childhood science education Education reform Educational Change Elementary education Elementary schools elementary science education embodied engagement Goodness of Fit Interaction analysis Interaction Process Analysis Learning Maximum Likelihood Statistics Multilingualism multimodal interaction analysis, agency Pedagogy Science Science Instruction structure dialectic, plurilingual students, multilingual learning contexts Students Teachers translanguaging Utterances Vignettes Young Children
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