Collaborative Translanguaging and Transmodal Literacies: Learning the Language of Science in a Dual-Language Classroom Journal Article uri icon



  • Research has shown the benefits of peer interaction to scaffold learning of disciplinary literacies. We extend knowledge in this area to examine peer interaction and the affordances it creates when emergent bilinguals engage with multimodal texts in disciplines to make meaning. Using discourse analysis of the interactions of a small group of third graders carrying out a project in science class, we explored how four emergent bilinguals collaborated to design, produce, and distribute traditional and alternative texts. We found that translanguaging and transmodal collaborative structures support learning processes and comprehension to make sense of and contextualize disciplinary knowledge. A dynamic and recursive translanguaging pattern emerges in which the introduction and contextualization of knowledge happens in Spanish, the interaction occurs mainly in English, and the creation is in both English and Spanish. We discuss the affordances of these collaborative structures for supporting students in science and promoting Spanish and student bilingualism.

publication date

  • May 1, 2023

has restriction

  • closed

Date in CU Experts

  • February 1, 2024 9:43 AM

Full Author List

  • C├írdenas Curiel L; Palmer DK

author count

  • 2

Other Profiles

International Standard Serial Number (ISSN)

  • 0034-527X

Electronic International Standard Serial Number (EISSN)

  • 1943-2348

Additional Document Info

start page

  • 355

end page

  • 377


  • 57


  • 4