College Multilingual Students’ Use of Translanguaging in Science Problem Solving Contexts

Abstract

As linguistic diversity increases in U.S. colleges and universities, understanding the language practices of multilingual students becomes critical in creating inclusive and effective learning environments. Hence, we examined the translanguaging of college multilinguals, specifically focused on the patterns and functions of language choice in completing science and math tasks. This paper reports findings from our analysis of translanguaging in a paired three-part activity session and follow-up interviews with Gujarati-English speaking college students. Drawing on the findings, we discuss important insights into multilinguals’ language practices in STEM learning contexts. Ultimately, we hope to generate deeper knowledge that serves as a foundation for designing linguistically responsive classrooms in college-level STEM education.