Languaging-as-practice in science education: an alternative to metaphors of language-as-tool.
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| Title: | Languaging-as-practice in science education: an alternative to metaphors of language-as-tool. |
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| Authors: | León, Maricela1 (AUTHOR) maricelal@smu.edu, Lemmi, Catherine2 (AUTHOR) calemmi@csuchico.edu, Sedlacek, Quentin1 (AUTHOR) qsedlacek@smu.edu, Ortiz, Nickolaus Alexander3 (AUTHOR) nortiz1@gsu.edu, Feldman, Kimberly4 (AUTHOR) kfeldman4@bcps.org |
| Source: | Cultural Studies of Science Education. Dec2024, Vol. 19 Issue 4, p623-631. 9p. |
| Subject Terms: | *Science classrooms, *Alternative education, *Linguistics education, *Scientific knowledge, Linguistics |
| Abstract: | This commentary proposes the metaphor of "languaging-as-practice" in science education as an alternative to "language-as-tool" metaphors. Describing language as a tool implicitly positions language as static and unchanging and assumes that named languages are distinct and bounded entities. In contrast, describing languaging as a practice acknowledges the multiple and advanced ways speakers draw on many aspects of their linguistic repertoires while often crossing purported boundaries between named languages. This approach is grounded in translanguaging theory and offers a dynamic understanding of language in educational settings. It envisions students constructing and expressing scientific knowledge by drawing on their complete linguistic repertoires. By advocating for this approach, we aim to promote practices that acknowledge and leverage the diverse linguistic backgrounds of students, fostering inclusive and effective learning environments. While this approach has gained some traction in language-education circles, we believe it needs more consideration in the science education community. We also critique the limitations of viewing language merely as a tool for reproducing predefined scientific concepts and discourses, proposing that a more expansive approach to language can enhance opportunities for scientific sense-making and knowledge construction. We urge science education researchers and practitioners to shift how we think and talk about language in the science classroom to adopt and act upon a metaphor of "languaging-as-practice." [ABSTRACT FROM AUTHOR] |
| Copyright of Cultural Studies of Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 181780067 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Languaging-as-practice in science education: an alternative to metaphors of language-as-tool. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22León%2C+Maricela%22">León, Maricela</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> maricelal@smu.edu</i><br /><searchLink fieldCode="AR" term="%22Lemmi%2C+Catherine%22">Lemmi, Catherine</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> calemmi@csuchico.edu</i><br /><searchLink fieldCode="AR" term="%22Sedlacek%2C+Quentin%22">Sedlacek, Quentin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> qsedlacek@smu.edu</i><br /><searchLink fieldCode="AR" term="%22Ortiz%2C+Nickolaus+Alexander%22">Ortiz, Nickolaus Alexander</searchLink><relatesTo>3</relatesTo> (AUTHOR)<i> nortiz1@gsu.edu</i><br /><searchLink fieldCode="AR" term="%22Feldman%2C+Kimberly%22">Feldman, Kimberly</searchLink><relatesTo>4</relatesTo> (AUTHOR)<i> kfeldman4@bcps.org</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Cultural+Studies+of+Science+Education%22">Cultural Studies of Science Education</searchLink>. Dec2024, Vol. 19 Issue 4, p623-631. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Science+classrooms%22">Science classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Alternative+education%22">Alternative education</searchLink><br />*<searchLink fieldCode="DE" term="%22Linguistics+education%22">Linguistics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Scientific+knowledge%22">Scientific knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This commentary proposes the metaphor of "languaging-as-practice" in science education as an alternative to "language-as-tool" metaphors. Describing language as a tool implicitly positions language as static and unchanging and assumes that named languages are distinct and bounded entities. In contrast, describing languaging as a practice acknowledges the multiple and advanced ways speakers draw on many aspects of their linguistic repertoires while often crossing purported boundaries between named languages. This approach is grounded in translanguaging theory and offers a dynamic understanding of language in educational settings. It envisions students constructing and expressing scientific knowledge by drawing on their complete linguistic repertoires. By advocating for this approach, we aim to promote practices that acknowledge and leverage the diverse linguistic backgrounds of students, fostering inclusive and effective learning environments. While this approach has gained some traction in language-education circles, we believe it needs more consideration in the science education community. We also critique the limitations of viewing language merely as a tool for reproducing predefined scientific concepts and discourses, proposing that a more expansive approach to language can enhance opportunities for scientific sense-making and knowledge construction. We urge science education researchers and practitioners to shift how we think and talk about language in the science classroom to adopt and act upon a metaphor of "languaging-as-practice." [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Cultural Studies of Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11422-024-10228-0 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 623 Subjects: – SubjectFull: Science classrooms Type: general – SubjectFull: Alternative education Type: general – SubjectFull: Linguistics education Type: general – SubjectFull: Scientific knowledge Type: general – SubjectFull: Linguistics Type: general Titles: – TitleFull: Languaging-as-practice in science education: an alternative to metaphors of language-as-tool. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: León, Maricela – PersonEntity: Name: NameFull: Lemmi, Catherine – PersonEntity: Name: NameFull: Sedlacek, Quentin – PersonEntity: Name: NameFull: Ortiz, Nickolaus Alexander – PersonEntity: Name: NameFull: Feldman, Kimberly IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 18711502 Numbering: – Type: volume Value: 19 – Type: issue Value: 4 Titles: – TitleFull: Cultural Studies of Science Education Type: main |
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