Acceso usuarios
Kason Ka Ching Cheung, Davy Tsz Kit Ng
There is an increasing population of multilingual learners undertaking science, technology, engineering, and mathematics (STEM) education in other languages. To equitably facilitate their disciplinary meaning making, research on translanguaging characterises how multilingual learners draw on diverse linguistic and modal resources to make meaning. This article aims to reveal the trend of research on translanguaging in the four disciplines, including 109 full texts published between 2011 and 2024. Five aspects of these full texts were analysed: (1) overall characteristics (e.g. publication year, type of publication, continent, discipline and educational stage); (2) methodologies; (3) type of modal and linguistic resources examined; (4) types of disciplinary learning outcomes; (5) position of integrated STEM learning. Overall, studies on translanguaging in the four content areas are concentrated in science and maths education. Also, the studies are dominated by naturalistic methodologies, while different disciplines have their modal and linguistic resources characterised. The learning outcomes examined in these studies overlooked disciplinary meaning in the four content areas. Moreover, there are only a few studies identifying how translanguaging facilitates integration of STEM disciplines. Thus there is a need for more studies in engineering and technology education, targeting disciplinary meaning, identifying how translanguaging facilitate integrated STEM education.
