ABSTRACT

Superdiversity is a relevant context for Central Ohio and adolescent newcomer programs. These programs index broader societal debates about bilingual approaches, with research supporting programs that engage and develop students’ full linguistic repertoires, a key aspect of translanguaging. The notion of linguistic repertoire is then combined with theories of scientific literacy to propose a new term, languascientific repertoire, with three aspects: individual, social, and multimodal. These are demonstrated using interactional data drawn from a 10^th grade Biology class in a Central Ohio newcomer program and a year-end “Bilingual Biomes” project the teacher designed to engage the students’ languascientific repertoires. These theories and the empirical evidence reveal the superdiverse elements, challenges, and opportunities for students attending adolescent newcomer programs through engaging translanguaging and other practices to engage and expand the students’ full languascientific repertoire.

摘要

超多样性是俄亥俄中部地区和青少年新移民计划的相关内容。这些计划索引了关于双语方法的更广泛的社会辩论，并提供研究支持计划，以吸引和发展学生的全部语言资源，这是翻译的重要方面。然后，将语言库的概念与科学素养理论结合起来，提出一个新的术语“语言库”，它涉及三个方面：个人，社会和多模式。这些都是使用从第十^次抽取的交互数据来证明的在俄亥俄州中部新移民计划中开设了高年级生物学课程，并在年底完成了“双语生物群落”项目，该教师旨在吸引学生的语言科学知识。这些理论和经验证据通过参与翻译和其他实践活动来吸引和扩展学生的语言能力，从而揭示了参加青少年新移民课程的学生的多元性，挑战和机会。