Multilingual pedagogies and digital technologies to support learning STEM in schools in France and Canada

For many years, French and Canadian schools have welcomed students from around the world. This article presents the Binogi/ESCAPE project, which supports the integration of a multilingual digital resource in the classroom that presents STEM content through a multilingual lens with associated animate...

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Published inLanguage, culture, and curriculum Vol. 37; no. 1; pp. 44 - 60
Main Authors Auger, Nathalie, Sauvage, Jérémi, Le Pichon-Vorstman, Emmanuelle, Fleuret, Carole, Adegbonmire, Leanne, Dalle, Laurine
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 02.01.2024
Taylor & Francis Ltd
Subjects
Bilingual education
Digital education
Digital technology
Educational technology
English as a second language
French as a second language
Literacy
multilingual pedagogies
Multilingual systems
Multilingualism
newcomer students
plurilingualism
Second language instruction
Second language teachers
STEM education
Students
Translanguaging
France
Canada
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Summary:For many years, French and Canadian schools have welcomed students from around the world. This article presents the Binogi/ESCAPE project, which supports the integration of a multilingual digital resource in the classroom that presents STEM content through a multilingual lens with associated animated videos and quizzes. The study aims to encourage the inclusion of multiple languages in STEM content in both language-based (FSL/ESL) and content-based (STEM) classrooms. Researchers collected data during the 2020-2022 school years through focus groups, interviews, logs, observations, and questionnaires. Study participants included 17 teachers in France and 18 teachers in Canada. The results show that opening up to languages through a multilingual resource works as a springboard, allowing teachers and their students to find innovative ways to include other languages. Teachers who have used the resource have also appreciated the use of Binogi for instructional differentiation. Binogi's multilingual features supported translanguaging activities in the classroom, linking STEM content to literacy activities. However, more research is needed to understand how to train teachers to use multilingual resources to better support newcomer students.
ISSN:0790-8318
1747-7573
DOI:10.1080/07908318.2023.2269977