Examining how multilingual learners engaged in a digital science modeling assessment through translanguaging

Abstract

Assessments that require students to articulate their scientific models in English can be challenging for multilingual learners, who may lack the language proficiency to do so. In response to these increasing language demands, we have developed a digital science modeling assessment task that is adaptable to these students' linguistic and semiotic resources, enabling them to demonstrate their knowledge and skills. A pilot study involving 32 multilingual learners in the United States revealed their ability to use various linguistic resources and multiple language modes to create, describe, and explain their models. The study underscores the importance of assessments that promote translanguaging, allowing students to exhibit their science learning through various representations and catering to the diverse needs of multilingual learners. The findings of this study are likely to influence the design of digital content assessments that enable multilingual learners to utilize translanguaging to demonstrate their knowledge and skills.