Ting, tang, tong: Emergent bilingual students investigating and constructing evidence‐based explanations about sound production

Abstract

AbstractThere is a significant amount of research literature on the importance of identifying and building on students' experiences and ideas for making sense of the natural world, especially when engaging in science practices. Simultaneously, approaches to creating justice‐oriented science education promote the need to focus on the diverse sense‐making repertoires that students, especially those from historically marginalized communities, bring to science classrooms. However, when it comes to emergent bi/multilingual students, science education has favored narrow definitions of what ways of communicating are seen as productive for figuring out natural phenomena, privileging English‐based academic vocabulary. In this article, we investigate the myriad conceptual and semiotic resources that third‐grade emergent bilingual students developed and used when explaining sound production. Additionally, we explore how students investigated the sounds produced by a string instrument and unpacked the how and whys that give rise to the pitch of the sounds they heard. Our analyses indicate that: (1) students created mechanistic explanations that identified how changes to the salient physical features of strings affected the pitch of the sounds; (2) students created and laminated multiple semiotic resources when sharing their observations and explanations, particularly sound symbolisms; and (3) students navigated both semiotic convergence and divergence as they worked toward conceptual convergence. Based on our findings, we argue that justice‐oriented science learning environments must become spaces where emergent bilingual students can build on all their conceptual, semiotic, and cultural resources, without being policed, as they engage science practices.