“<i>I Should Only Use One Language</i>”: A Case Study of Spanish-Speaking Emergent Bilingual Students’ Translanguaging Experiences in a Middle School Science Classroom

Abstract

Despite the linguistic diversity in the United States, English-only norms persist in educational settings, placing culturally and linguistically diverse students at a disadvantage. Translanguaging, as a linguistic application of culturally relevant practice, utilizes students’ first and second languages to enhance understanding and communication. Guided by core questions and thorough qualitative analysis, this case study delves into middle school emergent bilingual students’ engagement and experiences with translanguaging in the science classroom within a monolingual school setting. Findings indicate that translanguaging positively impacts students’ comprehension and engagement in science learning, facilitating access to content and strengthening home–school connections. However, students’ attitudes toward translanguaging are influenced by the lack of institutional support and societal language ideologies, leading to mixed opinions about its effectiveness and preferences. The study emphasizes the importance of listening to students’ voices and advocating professional support to establish multilingual educational environments to maximize the advantages of translanguaging practices.

Keywords

• content and language integration
• multilingual students
• translanguaging
• language-rich practices
• content area classroom
• language ideology