As science education continues to embrace science‐as‐practice, equitable science learning environments must value and leverage emergent bilingual students' ways of communicating. This study investigates the translanguaging practices of a group of elementary‐aged emergent bilingual students while they problematized electrical phenomena. Building on asset‐oriented theories for supporting student learning, I utilize translanguaging as a theoretical and pedagogical lens for understanding how emergent bilingual students leverage their full semiotic repertoires for productive disciplinary engagement. The study took place in an out‐of‐school program focused on creating opportunities for students to problematize electrical phenomena, specifically electrical resistance. I present a close analysis of students constructing models of electric flow through a circuit and how electrical resistance regulates that flow. The findings also include evidence that students engaged in different kinds of translanguaging practices when problematizing electrical phenomena and co‐constructing knowledge with each other and the instructor. Specifically, students drew from and used multiple linguistic and nonlinguistic semiotic resources for communicating their models. Finally, the findings suggest that the instructor's pedagogical moves and own translanguaging practices implicitly signaled to students when and how to participate in translanguaging practices themselves. The findings emphasize the importance of desettling what counts as productive forms of communication in science for elementary‐aged emergent bilingual students by eschewing pedagogical models that police discursive boundaries. Therefore, equitable science learning environments must create opportunities for emergent bilingual students to leverage their full semiotic repertoires for meaning‐making, by inviting and valuing multiple languages and gestures.

中文翻译：

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“ Estoy Explorando Science”：新兴的双语学生通过翻译来对电现象进行质疑

随着科学教育继续接受科学实践，公平的科学学习环境必须重视和利用新兴的双语学生的交流方式。这项研究调查了一群基本年龄的新兴双语学生在对电现象提出问题时的翻译实践。我以资产导向的理论为基础来支持学生的学习，我将语言转换作为一种理论和教学方法来理解新兴的双语学生如何利用他们的全部符号学方法来进行富有成效的学科参与。这项研究是在一项校外计划中进行的，该计划的重点是为学生创造机会以使电现象（尤其是电阻）问题化。我对学生构建通过电路的电流模型以及电阻如何调节该电流的模型进行了详尽的分析。调查结果还包括证据，表明学生在对电子现象进行问题处理以及彼此之间和与教师共同构建知识时，从事了不同类型的翻译实践。具体来说，学生从多种语言和非语言符号资源中汲取并使用了多种语言和符号资源来交流他们的模型。最后，研究结果表明，教师的教学动作和自己的翻译实践暗中向学生暗示了何时以及如何参与他们自己的翻译实践。研究结果强调，通过避开监管话语界限的教学模型，必须使初生的双语双语学生摆脱在科学中什么才是生产性传播形式的重要性。因此，公平的科学学习环境必须为新兴的双语学生创造机会，通过邀请和评估多种语言和手势来充分利用他们的符号学手段来实现意义。