Language Fusion in the Lab: Unveiling the Translanguaging Strategies of Spanish-Speaking Students in Biosystem Engineering Technology and Science

Hector Palala; Heydi Han; Juan Carlos Ramos Tanchez; Boanerges Elias Bamaca

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Engineering education issues relevant to agricultural, biological and ecological engineering-Part 2
Tagged Division: Biological and Agricultural Engineering Division (BAE)
Tagged Topic: Diversity
Permanent URL: https://peer.asee.org/47713

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Paper Authors

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Hector Palala University of Nebraska, Lincoln

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Héctor de Jesús Palala Martínez is a doctoral candidate in Curriculum Studies and new technologies in the Department of Teaching, Learning, and Teacher Education at the University of Nebraska-Lincoln. Héctor teaches courses related to the integration of technology for future high school teachers as well as bilingual education, and in all his classes, he promotes justice, dignity, and human rights. Previously, he was a professor of education at the Universidad de San Carlos in Guatemala, and before that, an elementary teacher. His research centers on the intersection of bilingual/multilingual education and technology (in particular, Mayan languages), literacy programs in Indigenous languages, pedagogy of tenderness, and artificial intelligence for education, as well as being a biosystems engineering educational consultant.

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Heydi Han University of Nebraska, Lincoln

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Heydi Calderon-Han is a Ph.D. student in the Biological Systems Engineering program at the University of Nebraska-Lincoln. She received her B.S in Chemical Engineering and her B.S. in Industrial Engineering from the Universidad de San Carlos de Guatemala and her M.S. in Agricultural Economics from Oklahoma State University. Her research focuses on biological systems modeling and the Corn-Water-Ethanol-Beef Nexus in Nebraska. In addition to her research, Heydi has been a teaching assistant for courses from different disciplines and is an active volunteer in STEM outreach activities.

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Juan Carlos Ramos Tanchez Cornell University

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Juan Carlos is the on-farm research coordinator of the Nutrient Management Spear Program (NMSP). He collaborates in building on-farm research partnerships with farmers, private and public sector farm advisors, agricultural industry, and state agency partners to advance nutrient management for field crops in New York. The on-farm research program facilitates the implementation of scientific research projects at farms with diverse scales using diverse strategies to advance agriculture and environmental management.

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Boanerges Elias Bamaca University of Nebraska, Lincoln

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Abstract

Background and research question Modern classrooms are a melting pot of cultures and languages, presenting teachers with the challenge of explaining scientific and engineering concepts to a diverse student body. To bridge language gaps, educators are turning to adaptive methods like 'translanguaging', which taps into students' native and secondary languages to boost their grasp of scientific ideas. Research [1] confirms that this approach enhances students' scientific understanding. To foster a supportive teaching environment, a workshop was recently held for teaching assistants, which Han et al. [2] found effective in building community and attracting international students seeking to improve their teaching skills. In the work by Pierson [3] the concept of translanguaging is elucidated as a dynamic process where individuals leverage diverse languages and modes for the purposes of meaning-making and expression, particularly within the context of bilingual and English-dominant STEM classrooms. This process is posited to facilitate learning by allowing for a more inclusive and accessible approach to education. Furthermore, Pierson delves into the intrinsic relationship between translanguaging and the scientific practice of modeling, highlighting the importance of multimodality—where various modes of communication are employed—in constructing and interpreting scientific models. The exploration into how translanguaging can be integrated with scientific modeling in education underscores the potential for enhanced learning experiences. By advocating for a syncretic design approach, Pierson suggests that combining everyday practices with academic disciplines through translanguaging can foster new forms of knowledge and expertise, thereby enriching the educational landscape in English-dominant STEM settings. In engineering education, [4] showcased a tutoring initiative that significantly bolstered the writing abilities of multilingual doctoral candidates through customized language support, including handouts and videos. [5] These authors championed a revamped engineering curriculum that aligns with students' cultural and digital strengths, advocating for interactive, project-based learning to develop soft skills and a global perspective. The integration of technology in language learning, particularly in biosystems engineering education, is transforming how students from diverse linguistic backgrounds engage with academic content. This approach is especially relevant for those learning English as a second language, where technology plays a crucial role in facilitating language acquisition and translation. They emphasize how technology not only aids in translation but also offers a wealth of online resources, enhancing accessibility and flexibility in learning [6]. These studies collectively support the idea that embracing multilingualism in education can greatly improve understanding in complex fields like science and engineering. Tailored educational programs have proven successful in enhancing the academic writing of multilingual engineering students, and innovative teaching methods that integrate cultural and digital knowledge are key to preparing engineers for a globalized workforce For educational progress, teaching assistants should approach their role with empathy and adaptability, recognizing the varied cultural backgrounds and learning preferences of students. This inclusive mindset not only enriches the learning experience but also leverages students' existing skills, creating a more effective educational environment [7]-[8].

Citation
Format

Palala, H., & Han, H., & Ramos Tanchez, J. C., & Bamaca, B. E. (2024, June), Language Fusion in the Lab: Unveiling the Translanguaging Strategies of Spanish-Speaking Students in Biosystem Engineering Technology and Science Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47713

TY  - CPAPER
AB  - Background and research question
Modern classrooms are a melting pot of cultures and languages, presenting teachers with the challenge of explaining scientific and engineering concepts to a diverse student body. To bridge language gaps, educators are turning to adaptive methods like &#39;translanguaging&#39;, which taps into students&#39; native and secondary languages to boost their grasp of scientific ideas. 
Research [1] confirms that this approach enhances students&#39; scientific understanding.  To foster a supportive teaching environment, a workshop was recently held for teaching assistants, which Han et al. [2] found effective in building community and attracting international students seeking to improve their teaching skills. In the work by Pierson [3] the concept of translanguaging is elucidated as a dynamic process where individuals leverage diverse languages and modes for the purposes of meaning-making and expression, particularly within the context of bilingual and English-dominant STEM classrooms. This process is posited to facilitate learning by allowing for a more inclusive and accessible approach to education. Furthermore, Pierson delves into the intrinsic relationship between translanguaging and the scientific practice of modeling, highlighting the importance of multimodality—where various modes of communication are employed—in constructing and interpreting scientific models. The exploration into how translanguaging can be integrated with scientific modeling in education underscores the potential for enhanced learning experiences. By advocating for a syncretic design approach, Pierson suggests that combining everyday practices with academic disciplines through translanguaging can foster new forms of knowledge and expertise, thereby enriching the educational landscape in English-dominant STEM settings. 
In engineering education, [4] showcased a tutoring initiative that significantly bolstered the writing abilities of multilingual doctoral candidates through customized language support, including handouts and videos. [5] These authors championed a revamped engineering curriculum that aligns with students&#39; cultural and digital strengths, advocating for interactive, project-based learning to develop soft skills and a global perspective. The integration of technology in language learning, particularly in biosystems engineering education, is transforming how students from diverse linguistic backgrounds engage with academic content. This approach is especially relevant for those learning English as a second language, where technology plays a crucial role in facilitating language acquisition and translation. They emphasize how technology not only aids in translation but also offers a wealth of online resources, enhancing accessibility and flexibility in learning [6].
These studies collectively support the idea that embracing multilingualism in education can greatly improve understanding in complex fields like science and engineering. Tailored educational programs have proven successful in enhancing the academic writing of multilingual engineering students, and innovative teaching methods that integrate cultural and digital knowledge are key to preparing engineers for a globalized workforce For educational progress, teaching assistants should approach their role with empathy and adaptability, recognizing the varied cultural backgrounds and learning preferences of students. This inclusive mindset not only enriches the learning experience but also leverages students&#39; existing skills, creating a more effective educational environment [7]-[8].

AU  - Hector Palala
AU  - Heydi Han
AU  - Juan Carlos Ramos Tanchez
AU  - Boanerges Elias Bamaca
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Language Fusion in the Lab: Unveiling the Translanguaging Strategies of Spanish-Speaking Students in Biosystem Engineering Technology and Science
UR  - https://peer.asee.org/47713
ER  -