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Communicative Functions of Translanguaging in an English-Medium Science High School
Abstract
The present study argues that though translanguaging is used as a scaffolding tool, an English-medium science high school whose students are potentially gifted employs the said phenomenon to perform communicative functions. Hence, the study observed senior high school science classes to describe the communicative functions where the translanguaging goals and strategies are used by the teachers and students. Results reveal that the teachers predominantly performed two communicative functions, namely managing the classroom and delivering instruction. In turn, the students performed three communicative functions, namely discussing the laboratory procedure, troubleshooting perceived errors, and expressing delight in learning. Both teachers and students performed similar translanguaging strategies, namely translanguaging in speaking and project learning, to fulfill the goals of identity positionality and building background knowledge. Findings suggest that translanguaging in advanced secondary science classes may indicate a high level of engagement in scientific inquiry.
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