# data[].attributes.headline
The Translanguaging Classroom by Garcia, Johnson, & Seltzer

# data[].attributes.subject
The Translanguaging Classroom by Garcia, Johnson, & Seltzer

# data[].attributes.body
Chapters 2, 4, & 5

# data[].attributes.headline
TPE 1.1 Apply knowledge of students, including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning.

# data[].attributes.subject
TPE 1.1 Apply knowledge of students, including their prior experiences, interests, and social-emotional learning needs, as well as their funds of knowledge and cultural, language, and socioeconomic backgrounds, to engage them in learning.

# data[].attributes.headline
TPE 3.2 Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter, and make accommodations and/or modifications as needed to promote student access to the curriculum.

# data[].attributes.subject
TPE 3.2 Use knowledge about students and learning goals to organize the curriculum to facilitate student understanding of subject matter, and make accommodations and/or modifications as needed to promote student access to the curriculum.

# data[].attributes.headline
"Dancing alice: exploring embodied pedagogical strategies for learning computational thinking" by Daily et al. (2014)

# data[].attributes.subject
"Dancing alice: exploring embodied pedagogical strategies for learning computational thinking" by Daily et al. (2014)

# data[].attributes.attachment_link.readable_text
n this paper, we introduce an embodied pedagogical approach for learning computational concepts, utilizing computational practices, and developing computational perspectives. During a five-week pilot, a group of students spent after-school time learning the basic elements of dance and then using them to program three-dimensional characters that could perform. Throughout the pilot, we found students consistently standing up in front of their computers and using their bodies to think through the actuation of their characters. Preliminary results suggest that designing a virtual-physical dance performance is a motivating and engaging social context in which to introduce students, especially girls, to alternative applications in computing.

# data[].attributes.attachment_link.title
Dancing alice | Proceedings of the 45th ACM technical symposium on Computer science education

# data[].attributes.attachment_link.description
n this paper, we introduce an embodied pedagogical approach for learning computational concepts, utilizing computational practices, and developing computational perspectives. During a five-week pilot, a group of students spent after-school time learning the basic elements of dance and then using them to program three-dimensional characters that could perform.

# data[].attributes.headline
"Doing science through translanguaging: a study of translanguaging practices in secondary English as a medium of instruction science laboratory sessions" by Pun & Tai (2021)

# data[].attributes.subject
"Doing science through translanguaging: a study of translanguaging practices in secondary English as a medium of instruction science laboratory sessions" by Pun & Tai (2021)

# data[].attributes.attachment_link.readable_text
ABSTRACT
This study explores how students in a joint process of knowledge construction through the use of multilingual and multimodal resources in groups promotes the learning of scientific concepts in the context of laboratory work. Inductive qualitative discourse analysis was conducted to examine how students' translanguage in a group completing tasks in two Grade 10 secondary science labs (biology and chemistry) in a Hong Kong EMI secondary school and how such a joint process of knowledge construction promotes the learning of scientific concepts. Using translanguaging as a theoretical framework, the analysis shows that even though schools have imposed an English-only policy, students use their linguistic and semiotic resources to both co-construct their scientific knowledge and practise their science apprenticeship. Translanguaging plays a role in mediating the students' understanding of science, facilitating peer work and creating an enjoyable learning environment in the lab. The result implies that translanguaging as a pedagogical tool may create a space for content subject learning in Hong Kong EMI school setting.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Swire Educational Trust [grant number 2013].

# data[].attributes.attachment_link.keywords[]
translanguaging space for content subject learning

# data[].attributes.attachment_link.title
Doing science through translanguaging: a study of translanguaging practices in secondary English as a medium of instruction science laboratory sessions

# data[].attributes.attachment_link.description
ABSTRACT This study explores how students in a joint process of knowledge construction through the use of multilingual and multimodal resources in groups promotes the learning of scientific concepts in the context of laboratory work.

# data[].attributes.headline
"Effects of translanguaging as an intervention strategy in a South African Chemistry classroom" by Charamba & Zano (2019)

# data[].attributes.subject
"Effects of translanguaging as an intervention strategy in a South African Chemistry classroom" by Charamba & Zano (2019)

# data[].attributes.attachment_link.readable_text
ABSTRACT
The study sought to investigate the role played by language in the academic performance of science students at a high school in the Free State province, South Africa who are taught through a language different from their mother tongue. The paper reports on the decisive mantle language plays in the comprehension and subsequent scholastic performance of these Chemistry students. The study adopted a mixed method research design in which the participants were randomly assigned to either the control or experimental group using Research Randomizer. Participants in the experimental group were bestowed intervention in form of lessons and learning materials in their mother tongue. Responses were drawn from a sample of 30 tenth grade students on the role language plays in the tutelage of tenth-grade Chemistry. Data was gathered from three tests written by the participants as well as from interview responses. A paired t-test disclosed a statistically significant difference in the academic achievement of the two research groups in the posttest. The upshot affirms that the employed paradigm shift, where languages of input and output were deliberately interchanged, proved to be an indispensable instructional approach as these Chemistry students were accorded the opportunity to learn in their home language. The present research findings are in line with previous research which affirms the use of students' mother tongue as being a social practice that goes beyond the four walls of the classroom.

Additional information

Notes on contributors

Erasmos CharambaErasmos Charamba is a Postdoctoral Fellow under the Hub for Multilingual Education and Literacies, School of Education, University of the Witwatersrand in Johannesburg, South Africa.

Kufakunesu ZanoDr. Kufakunesu Zano is a seasoned teacher of English to both native and ESL learners. Currently he is a Head of Department (Languages) in Fezile- Dabi district, South Africa. He has taught at both primary and secondary school level.

# data[].attributes.attachment_link.title
Effects of translanguaging as an intervention strategy in a South African Chemistry classroom

# data[].attributes.attachment_link.description
ABSTRACT The study sought to investigate the role played by language in the academic performance of science students at a high school in the Free State province, South Africa who are taught through a language different from their mother tongue. The paper reports on the decisive mantle language plays in the comprehension and subsequent scholastic performance of these Chemistry students.

# data[].attributes.attachment_link.readable_text
Tech giants Google, Microsoft and Facebook are all applying the lessons of machine learning to translation, but a small company called DeepL has outdone them all and raised the bar for the field.
Its translation tool is just as quick as the outsized competition, but more accurate and nuanced than any we've tried.

# data[].attributes.attachment_link.title
DeepL Translate: The world's most accurate translator

# data[].attributes.attachment_link.description
Translate texts & full document files instantly. Accurate translations for individuals and Teams. Millions translate with DeepL every day.

# data[].attributes.attachment_link.description
SpanishDictionary.com is the world’s largest online Spanish-English dictionary, translator, and reference tool.

# data[].attributes.body
My practice will be situated within an urban high school in the Bay Area, where the school will most likely have a majority demographic of Black and Brown students from diverse cultural backgrounds. Because of this, students can choose to study a dance style that is relevant to them (e.g. dance styles that originate from the Bay Area such as turfing, or improvisational dance styles from their cultural heritage). Within the Bay Area, it is likely that there will be a number of Spanish-speaking students who have a diverse range of Spanish and English literacies. Applying a translanguaging lens to this unit will include building content access to Spanish-speaking students.

# data[].attributes.attachment_link.title
QUIMICA Ecuación de Arrhenius -Cinética química

# data[].attributes.attachment_link.description
Si este video te ayuda y quieres que unicoos siga creciendo, SUSCRÍBETE, haz click en "Me gusta" y COMPÁRTELO. Si también te sumas a nosotros en http://www.unicoos.com será la bomba!!! #nosvemosenclase :-) Correspondiente a BACHILLERATO, del tema de CINÉTICA QUÍMICA, explicaremos la ECUACIÓN DE ARRHENIUS, las magnitudes que intervienen, las unidades en las que tienen que expresarse y obtendremos la ECUACION LINEALIZADA de ARRHENIUS.

# data[].attributes.attachment_link.keywords[]
breaking tutorial bgirl dance "bonita saldana" arizona "rock steady crew" "beat freaks" groovaloos "hip hop" breakdance rsc "the studance lab" avondale phoen...

# data[].attributes.attachment_link.description
Bonita 'Bgirl Bonita' Saldana Twitter: @BgirlBonita Instagram: BgirlBonita ROCK STEADY CREW BEAT FREAKS GROOVALOOS Founder of Rock with H.E.R. a series of workshops, discussion panels and performances with the leading female Hip-Hop dancers in the scene. Twitter: @RockwithHER Loves GOD. Loves music. Loves dancing.

# data[].attributes.headline
Turfing Tutorials by Turf Feinz on YakFilms

# data[].attributes.subject
Turfing Tutorials by Turf Feinz on YakFilms

# data[].attributes.attachment_link.title
eNinja (TURF FEINZ) Part 1/4 Waving | TURF DANCING in Oakland

# data[].attributes.body
What do chemistry and improvisational dance have in common? What can improvisational dance teach us about chemistry, and what can chemistry teach us about improvisational dance? In this unit, learners are guided to build connections in two seemingly disparate disciplines in ways that not only makes the subject matter more interesting, but more embodied, meaningful, and holistic. This arts integration approach to chemistry uses chemistry concepts like kinetics, collision theory, reaction mechanisms, and catalysis as points of analogy and extended metaphor to inform improvisation concepts through dance. The unit culminates in a dance showcase open to the community, with the main event at the showcase being an exhibition dance cypher roulette. Students are randomly given one of the chemistry concepts processed during class, and use that concept as a prompt for their improvisational round of their chosen song. These cyphers are recorded, and post-event the students analyze and self-assess how their movement translated understandings of the given chemistry concept, as well as fell short in analogy. In applying a translanguaging pedagogical lens on this unit, students will be able to mindfully use their full movement, language, and knowledge repertoires as tools for understanding new chemistry concepts.

# data[].attributes.attachment_link.title
Mers Tran 231B Translanguaging Inquiry Paper