Research suggests that translanguaging can be transformative for teaching and learning by making students' diverse linguistic resources a meaningful part of classroom discourse. Building on this study, researchers have explored how translanguaging practices can support learning in STEM (science, technology, engineering, and mathematics), primarily in the context of bilingual classrooms. However, in the United States, most students learn in English-dominant classrooms. In response, researchers and educators have begun to explore strategies for inviting and leveraging translanguaging in English-dominant classrooms, primarily focusing on literacy learning. Less is known about supporting translanguaging in English-dominant STEM classrooms, particularly with monolingual teachers. In an English-dominant sixth-grade STEM classroom engaging in a 9-week ecology unit, we explored how scientific modeling could not only provide a context for inviting translanguaging, but how it could also provide a setting where modeling and translanguaging could be experienced as analogous meaning-making practices. Our findings demonstrate that translanguaging has the potential to support new kinds of learning in English-dominant STEM classrooms, not only about STEM content and practices but also about what counts as legitimate and valuable participation in these spaces.

中文翻译：

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科学建模和跨语言：支持科学学习和参与的多语言和多模式方法

研究表明，通过使学生的多样化语言资源成为课堂话语中有意义的一部分，跨语言可以为教学和学习带来变革。在这项研究的基础上，研究人员探索了跨语言实践如何支持 STEM（科学、技术、工程和数学）学习，主要是在双语课堂的背景下。然而，在美国，大多数学生在以英语为主的课堂中学习。作为回应，研究人员和教育工作者已开始探索在以英语为主的课堂中邀请和利用跨语言的策略，主要侧重于识字学习。关于支持以英语为主的 STEM 课堂的跨语言教学，尤其是单语教师的情况，鲜为人知。在一个以英语为主导的六年级 STEM 课堂中，参与为期 9 周的生态单元，我们探讨了科学建模如何不仅可以提供邀请跨语言的背景，而且还可以提供一个可以体验建模和跨语言的环境类似的意义制造实践。我们的研究结果表明，跨语言有可能支持以英语为主导的 STEM 课堂中的新型学习，不仅涉及 STEM 内容和实践，还涉及这些空间中合法和有价值的参与。