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Exploring Functions of Translanguaging in Intermediate

Students' Interactions in Science Classroom

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DOI: 10.31703/gesr.2021(VI-I).02

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p- ISSN: 2708-2113 e-ISSN: 2708-3608 L-ISSN: 2708-2113 URL: http://dx.doi.org/10.31703/gesr.2021(VI-I).02
Vol. VI, No. I (Winter 2021) Pages: 11 – 23 DOI: 10.31703/gesr.2021(VI-I).02
Citation: Parkash, A., Rani, S., & Syed, H. (2021). Exploring Functions of Translanguaging in Intermediate Students’
Interactions in Science Classroom. Global Educational Studies Review, VI(I), 11-23. https://doi.org/10.31703/gesr.2021(VI-
I).02

Exploring Functions of Translanguaging in Intermediate Students’

Interactions in Science Classroom

Anjili Parkash * | Somal Rani † | Hassan Syed ‡

Abstract: Research has shown that students’ translanguaging serves various task- and non-task related
functions. While research into translanguaging has attracted considerable attention in a western context, there is a
dearth of studies examining translanguaging in a science classroom in Pakistan. The current study, therefore,
explored the functions of students’ translanguaging practices in an intermediate science classroom in Pakistan.
Employing a case study design, the data was obtained from three intermediate students attending science class for
over five weeks using structured classroom observations, audio recordings, and reflective journals and semi-
structured interviews. Results of the study showed that participants employed translanguaging in both task-
referring and non-task referring functions. The study also confirmed the benefits of translanguaging in helping
participants to learn content in the science classroom. Implications for science teachers, teacher educators and
policymakers have also been discussed.

Key Words: Translanguaging, Medium of Instruction, Science Education, Teacher Education,

Language Policy

Introduction
Pakistan is a highly diverse country with a students in schools. Civan and Coşkun (2016)
multilingual and multiethnic population. The argue that language choice for education hinders
total languages being spoken in Pakistan are 65 the learning process, so MOI should be the
(59 minor, 6 major) (Rahman, 2003), whereas as language in which learners are fluent. However, in
per Ethnologue (2015), the number is 77. Urdu is Pakistan, following the national education policy
the national language and serves as a lingua franca (henceforth, NEP-2017), the MOI is fixed without
for interactions in Pakistan (Shah, Pillai, & considering the educational needs of students.
Sinayah, 2019). On the other hand, English is Since English is not the first language of Pakistan,
considered as an official language and medium of students feel difficulty grasping the topic and have
instruction (MOI) from secondary up to Higher a clear understanding of it because English alone
Education (Mahboob, 2017). Although there have cannot help learners in effective meaning-making.
been changes in the government policies of Also, this makes it harder for low English
Pakistan, the role of English in Higher Education proficiency learners to learn conceptual courses,
institutes has remained relatively consistent for example, science, after class V (Ashraf, 2018).
(Khan, 2013). Other than this, the diversity of language remains
Teaching in Pakistan has always shown unrecognized in formal language education
irregular policy decisions with reference to MOIs policies in Pakistan (Manan et al., 2016). English-
and the choice of language used by teachers and in Education policy at the secondary education
level deprives students of their right to make use

*
MS Scholar, Department of Education, Shaheed Zulfikar Ali Bhutto Institute of Science and Technology, Karachi,
Sindh, Pakistan.
†
MS Scholar, Department of Education, Shaheed Zulfikar Ali Bhutto Institute of Science and Technology, Karachi,
Sindh, Pakistan.
‡
Assistant Professor, Department of Education, Sukkur IBA University, Sukkur, Sindh, Pakistan.
Email: hassan.ali@iba-suk.edu.pk
 Anjili Parkash, Somal Rani and Hassan Syed

of their mother tongue to make meaning and speak more than two languages, they cannot live
tends to negatively affect students’ science without using integration of multiple languages at
learning which eventually block their access to a time to organize and mediate mental processes
university education and deprive them of their of understanding, speaking, literacy, not just
career prospects. Additionally, English as an MOI learning. Moreover, she also suggests that
in such a multiethnic country like Pakistan has translanguaging is not just a process of scaffolding
shown some negative effects, for instance, instruction; rather, it is part of metadiscursive
language genocide/ suppression of some other regimes which the students of the 21st century
local/regional or minority languages. In this case, must perform (García, 2011).
students struggle to understand what is being There are three assumptions on which the
taught to them, especially in science or idea of translanguaging is built: First,
mathematical concepts, when English is used as translanguaging is a hybrid use of languages in
the MOI only (Skutnabb-Kangas, 2006). While the which language users negotiate, create and
NEP-2017 emphasizes the use of English as MOI at improvise meaning by using various interactional
the higher secondary level, students find it easy to contexts, knowledge about languages, and content
practice translanguaging in science classroom discussed (Gutiérrez, 2008; Ryu, 2019).
instead of going monolingual (English only) to Canagarajah (2011) argues that translanguaging is
enhance their conceptual understanding. not the only individual; it is more of a social and
Therefore, this study aims to get an in-depth collective practice where all interlocutors
understanding of ‘how and why intermediate participate and pitch in for collective sense-
students use translanguaging in their task and making. This involves language users in
non-task referring talk in science classroom’. In sociolinguistic practices for co-constructing
what follows, we discuss the linguistic landscape meaning and developing a shared sense of
and multilingual context of Pakistan along with a understanding by drawing upon multiple
critical review of literature on theory and linguistic and semiotic resources. Moreover, the
functions of translanguaging in the science third assumption is about the word language in
classroom. Next, it elaborates on the methodology translanguaging, which acts as a verb, and that
adopted to answer the research questions. simply suggests language is never fixed; it is
Subsequently, the findings section presents a dynamic, always changing and developing (Van
detailed illustration of cross-case and within-case Lier & Walqui, 2012). Hence, translanguaging
findings, followed by discussion, implications and always occurs when there are different
conclusion. interactional contexts, discussions for collective
meaning-making in multilingual communities.
Translanguaging as a Theoretical García (2009) emphasizes that it is important for
Framework educators and students to understand the
The concept of translanguaging originated in a importance of translanguaging because too often,
Welsh context as a term ‘trawsieithu’, which was students, when translanguage, suffer linguistic
later translated into English as “Translanguifying” shame as they are always bound to use
but then changed to “Translanguaging” by a great monoglossic ideologies. Even educators hide their
Welsh Educationalist, Cen Williams. (Lewis, natural translanguaging practices because they are
Jones, & Baker, 2012b). Translanguaging was always told that a monolingual, English-only
initially coined in the bilingual classrooms of instruction is a good and valuable way of dealing
Wales as a pedagogical practice that was used for with a class, while they know that an effective way
making meaning, shaping experiences and of teaching and learning is to have
developing understanding through the use of two translanguaging practices.
languages. However, García (2009) argues that
translanguaging is not only a pedagogical practice Functions of Translanguaging
but also a cognitive process involved in everyday Literature on translanguaging suggests
communication. She says it is impossible to live in multifarious functions of translanguaging in
multilingual communities without using science classrooms. These functions can be
translanguaging. In a multilingual state like broadly classified into two categories, including
Pakistan, where the majority of people can easily

12 Global Educational Studies Review (GESR)

Exploring Functions of Translanguaging in Intermediate Students’ Interactions in Science Classroom

task referring functions and non-task referring translanguaging practices of students has been
functions. mainly conducted in European countries such as
Task referring category refers to the functions, Germany, Poland, and Sweden. The present study
including elaboration (García and Leiva, 2014; intends to fill the gaps in Pakistan’s by exploring
Karlsson, et.al., 2016; Msimanga & Lelliott, 2014), translanguaging functions in science classrooms
translation (Apter, 2006; García, Makar, Starcevic which are proven to be effective in maximizing
and Terry, 2011; Ryu, 2019; Wolf, 2011), students’ learning. The research questions of the
interpretation ( Romanowski, 2019; Ryu, 2019), current study are:
giving examples (e.g. Oliveira and Brown, 2016;
Linder et al., 2010; Warren, , 2001) and asking Research Questions
questions (Berland and McNeill, 2010; Duarte, 1. To what extent do intermediate students
2019; Karlsson et al., 2019)that are observed during use translanguaging functions in their
the on-task activities in the classroom. On-task interactions in science classrooms?
functions were predominantly found out by 2. What is the task and non-task referring
Duarte (2019) in her study on ‘translanguaging in functions of intermediate students’
mainstream education, clearly dominating translanguaging?
cognitively demanding speech acts. Also, this
category has led the non-task referring category by Methodology
63%, which shows how translanguaging served as The present study used a multiple-case mixed-
pedagogic purposes for teachers, too method approach to obtain in-depth information
(Romanowski, 2019). to explore how and why intermediate students
The other category, namely off-task functions, are practice translanguaging in science classrooms
defined as students’ non-task referring practices in and their perceptions of translanguaging (Yin,
science classroom such as humor (Abu Bakar, 2015, p.9).
2018; Bell, 2011; Davila, 2019), requesting
(Bengochea & Gort, 2020) and doing informal chit- Classroom Context
chat (Romanowski, 2019) after the task had been
The current study was conducted at an
done. Duarte (2019) indicated that students not
intermediate biology classroom in a public sector
only employ multiple semiotic resources but also
school in the Sukkur region, Sindh, Pakistan. The
move flexibly between class-related and private
biology class was divided into two sections,
discussions. This idea implies students’ linguistic
including male and female separately. There were
loops of moving between formal to informal
ten students in the male section and sixteen in the
communication in the classroom.
female section. Both sections were given a consent
form to participate in the study. From the male
Gaps in Literature section, only two students agreed to be part of the
Literature suggests multiple tasks and non-task study, and from females, five students approved to
related functions of translanguaging practices in do so. Resultantly, female participants being
science classrooms. There are various studies on greater in number for cases were recruited for the
some task referring functions in translanguaging current study. The MOI of the school was English.
such as elaboration, translation, interpretation Notably, the selected class was characterized by
and asking questions discussed in the literature multilingual students from diverse backgrounds.
above; there is still a need for further discourse While most of the students spoke Sindhi as their
relating on and off task functions such as giving mother tongue (L1), a few spoke Urdu and Punjabi
examples, chit-chat, requesting and humor too as their L1. English was mostly used while
specifically under science subject. doing classroom activities. The classes were taught
Methodologically, only a few studies have used an by a biology specialist named Ali (pseudonym).
experimental and qualitative approach; the With years of experience, this subject to
current study aims to fill the methodological gaps intermediate students. There were five biology
by opting for multiple case study as an approach classes in a week. Each class was thirty minutes.
to dive deeper into the concept by giving voices to Five classes of sixty minutes each were
students’ practices and perceptions about consecutively observed every week for answering
translanguaging. Lastly, research on the research questions.

Vol. VI, No. I (Winter 2021) 13

 Anjili Parkash, Somal Rani and Hassan Syed

Participants Classroom Observations

Participants for the study were recruited using Structured observations were carried out through
purposive and convenience sampling (Bryman an observation sheet. The observation sheet was
, 2016; Cohen, Manion, & Morrison, 2007). adapted from Romanowski (2019), originally
Intermediate students were directly approached aimed at finding the kinds of speech-acts of Polish
to participate in the study. Since a majority of students where translanguaging occurred more
them were not familiar with the researchers, only frequently. The observation sheet was first piloted
six students showed volition to participate in the and subsequently modified to suit the context of
study. However, when the classroom observations the present study. The adapted observation guide
with audio recordings began, one of the five in the current study was already divided into two
participants took back her consent to participate categories; task and non-task are referring. Task-
in the study, while another student missed two of referring speech-acts are comprised of the
the five classes and subsequently stopped writing subtypes: Elaborating (i.e. on topics or
diaries. In the end, the study was completed with phenomena), translating (i.e. new words or
only three participants (Duff, 2012). As the phrases) and interpreting (i.e. making meaning)”.
continuous visits were made prior to the study, The other subtypes of non-task functions
participants became comfortable with the incorporated: “Chit-chat (i.e. after the task has
observers. Since the present study is based on been completed), requesting (i.e. school
multiple case study approaches, it recruited the accessories) or what may be called ‘verbal
least number of participants to find in-depth fidgeting’, playing with objects”. Sixty minutes of
information for answering the research questions. classroom time were divided into five minutes
intervals in order to note the frequencies of
Data Collection Methods functions. For not missing any interaction of the
Multiple methods were used for data collection for students, audio recordings of the three were also
two purposes: to gain a holistic understanding of carried throughout their observational classes.
the cases; and to be able to triangulate the data There were five recordings for each case; every
obtained from each data source (Yin, 2003). The recording was of 60 minutes as per the class
data collection tools included: Structured timing. Audio recordings were mainly used for
observation sheet, students’ daily diaries, semi- counting language frequencies and for examining
structured interviews and field notes. A detailed the occurrences of on task and off task
description of data collection methods and tools is translanguaging functions. Table 2 shows the
given below. description of functions that were used by
students for various purposes.

Table 1. Descriptions of Functions

Functions Descriptions
Elaboration Elaboration refers to explaining/expanding a
concept or phenomena in further details.
Translation The translation is defined as the process of
translating written texts from books to mother
tongue.
Interpretation Interpretation denotes elucidation of science
Task-Referring
concepts to make meaning of certain ideas.
Functions
Asking questions Asking questions is said to be the process of
interrogating topics or concepts from teachers or
peers.
Giving examples Giving examples followed by detailed elaborations
refers to exemplifying the concepts contextually to
get a deeper understanding of topics.
Non-Task Referring Chit-chat Chit-chat is defined as informal talks during
Functions classroom off-task discussions.

14 Global Educational Studies Review (GESR)

Exploring Functions of Translanguaging in Intermediate Students’ Interactions in Science Classroom

Humor Humor refers to the state of making fun or amusing

peers during or after classroom activities.
Requesting Requesting can be defined as an expression of
politely asking a peer for accessories or other stuff.

Field Notes within-case analysis and cross-case analysis.

Jotted notes were taken during classroom Within-case analysis refers to the description and
observations complemented with audio examination of data from an individual case. Data
recordings by the two observers for the purpose of from each case was analyzed separately to get a
writing up the detailed summary of events, such as complete picture of each participant’s
activities, events and topics of discussion. The translanguaging practices (Koners & Goffin, 2007).
other aim was to confirm the data taken by two Thus, the process of within-case data analysis was
observers in the form of field notes to enhance the narrative description using the evidence from
credibility of the findings and be able to gathered data. Whereas cross-case analysis refers
contextualize participants’ translanguaging to the comparative analysis of all the participants
practices (Bryman, 2016). (Duff, 2008). Comparisons were made to see the
similarities and differences across cases. The
process of data analysis of each data collection tool
Diary Writings
is discussed below.
Since the observations are inherently biased
towards what is visible but did not lend us insights Structured Observation Analysis
into what goes on in the mind of
learners/participants, diaries and semi-structured Observation sheets were analyzed regularly to
interviews were used as introspective tools to get note down the frequencies of functions of
deeper insights into the behavior of participants translanguaging used by participants. The sheet
and triangulate and corroborate the data obtained was divided into task-referring, i.e. explanation,
through observations (Bailey, 1991). Each elaboration, translation, interpreting, asking
participant was asked to answer two open-ended questions, giving examples, and non-task
questions at the end of each class in the form of referring, i.e. chit-chat, requesting, and humor
diary writings. The two questions were: How did functions. Asking questions, Giving examples and
translanguaging help you in this class? When and humour were the newly emerged functions in the
why did you use translanguaging in this class? current context. Observations were done in 5
classes; the duration of each class was 60 minutes.
Frequencies were noted down by two
Semi-Structured Interviews
researchers/observers in intervals of 5 minutes. In
Each participant was interviewed at the end of five every 5 minutes, it was noted how many times a
observational classes to follow up on the data participant was using that function in her
obtained through classroom observations, language. During the observations, the frequency
participants’ diaries and field notes about the of participants’ communicational behavior was
translanguaging functions and to know the recorded with a method named event sampling
purpose and reasons behind using (Bryman, 2016). This is usually done with tally
translanguaging practices in science classes. The marks, in which an observer puts a tally mark
interview was of around 20-25 minutes in which every time an event occurs. Thus, tally marks were
ten questions were asked, including probing used every time a participant explained,
questions. The questions were about students’ elaborated, interpreted something or responded
educational background. For example: Where with regard to any other observed function.
have they studied, what was the MOI there, what Individual participant’s frequency of responses
is their opinion of using translanguaging in the was then analyzed by counting and calculating the
science classroom. number from sheets manually. To ensure the
authenticity of data, counted frequencies were
Data Analysis double-checked from another observation sheet
Data in the current study were analyzed and filled by another observer.
interpreted in two integrated ways, such as

Vol. VI, No. I (Winter 2021) 15

 Anjili Parkash, Somal Rani and Hassan Syed

Analysis of Diaries, Field notes and Coding and Categorization

Interviews Data from qualitative sources such as diary notes,
A qualitative content analysis approach was field notes, audio-recordings and semi-structured
adopted by this study to condense and reduce the interviews were examined deductively and
textual data from audio recordings, diaries and inductively to explore functions that occurred in
interviews by coding, categorizing and translanguaging practices of students and also the
interpreting (Cohen et al., 2007). Coding refers to students’ perceptions about using translanguaging
the indexing or categorization of text from the in classroom rather than one language. Chunks
data to establish the framework of thematic ideas and segments of text were extracted and assigned
about it and to find out the relation between tags labels showing instances of particular
analyzed concepts (Gibbs, 2007). There are two functions. Those segments were also supported by
types of content analysis that were employed by students’ opinions that they non-inferentially
this study, i.e. manifest and latent. Manifest talked about in the diaries and interviews. For
content analysis refers to the descriptive or example, instances of task-referring functions
surface-level meaning of data, while latent were labelled as explanation, elaboration,
analysis deals with the deeper interpretation of translations or interpretation, and instances of
data (Dornyei, 2007). Both types were used to find non-task referring functions were tagged as chit-
functions of translanguaging and knowing about chat, humor or requesting through inferential and
students’ perceptions regarding it. non-inferential coding because some opinions did
Data from audio recordings, field notes, not directly lend into deductive categories and
diaries, and interviews were assembled in textual required interpretation of the researcher.
form by transcribing and translating.
Transcription involves close observation of data Findings
through repeated and careful listening (J. Bailey, Due to limited space and word limit, we only
2008). Data in Sindhi and Urdu language were present the findings of the cross-case analysis
transcribed into English. Audio recordings were below. Findings of within-case analysis will be
carefully listened to to contextualize the functions presented in a subsequent paper. Results of this
that were used by participants in context. study are based on cross-comparison of
Moreover, diary and field notes were analyzed to similarities and differences among participants.
get inferred, and non-inferred chunks of text from Results of the cross-case analysis are
participants’ responses and were assigned names demonstrated in the table below, which shows
explicitly to indicate for what function a participant that participants employed translanguaging for
was using translanguaging. Interviews were also various functions and to various extents.
transcribed and translated to get to know about
students’ perception of using translanguaging clearly.

Cross-Case Analysis
Table 2. Occurrences of Participants’ task and Non-Task Referring Functions
Occurrences of Participants’ task and non-task referring Functions
Task-referring Functions Number of Occurrences % of Occurrences
Elaboration 226 38.83%
Asking questions 123 21.13%
Giving examples 68 11.68%
Translation 51 8.76%
Interpretation 35 6.01%
Non-Task Referring Chit-chat 54 9.27%
Humor 18 3.09%

16 Global Educational Studies Review (GESR)

Exploring Functions of Translanguaging in Intermediate Students’ Interactions in Science Classroom

Requesting 7 1.20%
Total 582 100%

The table above demonstrates the Evolutionary future genetic constitution pe

occurrences of functions of translanguaging used kese depend on karta hai? [How does the
by participants, which are divided into two evolutionary future depend on genetic
categories, i.e. task referring and non-task constitution]? (Participant 3, Transcript-
referring. It shows the number and percentages of Moreover, it was also evident from
occurrences of functions. Below is the description Participant 2’s diary notes in which she specifically
of how each function was used in class. The wrote about asking questions as a function she
different extents of using these functions by used in translanguaging. ‘I used translanguaging
participants are further described by evidence and while making my friends understand the topics,
examples from data and are presented as themes. but the point where I actually used it was during
asking questions’ (Participant 2, Diary Notes-5)
Elaboration
Elaboration was found to be a highly used function Giving Examples
of translanguaging in the category of task-
Participants also reported using translanguaging
referring functions, mostly when participants
for asking for or offering examples for content
were working in groups or when they were
understanding. The following excerpt shows how
preparing to present a topic in class. It helped
it was used as the most important function in
participants to get an in-depth understanding of
translanguaging to explain the concepts in a clear
the concepts through detailed descriptive
way. Participant 1 gave an example to her peer
discussions. Participants considered elaboration is
when they were discussing lamarkian’s theory in a
important to convey their concepts in a clear way.
group. She said, ‘for example, dis mothers ji
Besides, elaboration helped participants to build
piercing kadhen babies main transfer nahe thindi
each other’s understanding by explaining with
par lamark chayo huyo ta thindi aahe in lae ta unji
details and examples to contextualize the science
theory reject thi wai hui’. [English translation: ‘For
concepts. The quotes below illustrate the use of
example, piercing in mother is never transferred
translanguaging for elaboration,
to the babies in the tummy; Lamark said, it does.
I use my own language to convey more This is why his theory was rejected’ (Participant 1-
information. (Participant-3, Diary-1) Transcript-4)].
We use Urdu or Sindhi for further
elaboration, and we also come to know about the Translation
role of that topic in our society, too, by examples The translation was mainly used when
(Participant-1, StR). participants tried to make sense of the science text
Translanguaging helped me to discuss topics written in English in their book. All participants
in detail by giving examples (Participant-3, StR). strongly favoured translanguaging for it enabled
them to communicate their ideas easily and
Asking Questions helped them get their message across to their
peers. Participant-1 stated, ‘it really helps me to
In addition, ‘Asking questions’ is the 2nd most
understand things easily. Participant-3 also
used function by participants, which emerged
reported, Sometimes, when Science teachers teach
within the current study context.
us something in English only, we feel difficult to
The following excerpts have been taken from understand it. However, when they translate the
transcripts of classrooms 1 and 2 of Participants 1 difficult terms in our mother tongue, only then we
and Participant 3, respectively, to illustrate ‘asking clearly understand it.
functions’ as the function of translanguaging.
Moreover, it was frequently used in group
Participant 1: Ye breeds kisko kehte hain? discussions, especially when the peers were unable
[what do we call breeds]? (Participant-1, to get the meaning of some difficult vocabulary.
Transcript-1)

Vol. VI, No. I (Winter 2021) 17

 Anjili Parkash, Somal Rani and Hassan Syed

I used translanguaging to make my peers Requesting

understand in an easy way as their mother Requesting was a non-task referring function that
languages are different. Sometimes we use our was rarely found to be part of students’
mother tongue because some words can be better translanguaging practices as it existed to the least
understood in that language. It is also easy to in occurrences. It was overall a least used function
express our thoughts, ideas and opinions. because, in the study of (Romanowski, 2019), this
(Participant 1- Diary 2). function was studied in teachers’ context when
they mainly requested school accessories.
Interpretation However, in the current context, it was found in
Interpreting ideas and opinions of one student-student interaction when participants in
another were continuously observed over five groups requested their peers for anything or when
observational classes of each participant. It was they politely asked each other to do something. It
used when participants were clarifying and occurred mainly while asking peers for some help
confirming the science concepts to one another. in a polite way of asking a teacher to do any favor.
Connecting expressions with the cultural meaning The occurrences of this function for all three
of the concepts were also observed, which participants were almost similar. Participant 1 and
ultimately helped students to understand the Participant 3 used it just a couple of times, and
concepts explicitly. The interpretation was highly Participant 2 used it thrice during the 5
used by Participant 1 and least used by Participant observation classes. The examples are given below
2. While Participant 1 always helped her peers in to show how participants were using
understanding topics. Participant 3 was also translanguaging for requesting.
observed to use interpretation in her interaction Meri pen gir gai hy, utha k dy do yar please’?
with her group members. The group was busy in (My pen has fallen down, please take that from
making a presentation which they were supposed there and give it to me). (Participant-3,
to present through a gallery walk. For instance, Transcript-2).
Recombinant DNA technology k zariye hum Ma’am aaj jaldi se windup kar k koi game ya
artificially genes produce karwa sakte hain aur energiser hee karwa den. (Ma’am wind it up quickly
unhe phir kisi aur host main insert karte hain new today and have some energizer or game please).
variety produce karne k liye, right? (Participant-1, Transcript- 3)
[English translation: Through recombinant
DNA technology, we can artificially produce genes Humor
and insert them in the host producing new variety. Humor, a non-task referring function, was also
Right?] (Participant-3, Transcript-3) found in students’ translanguaging practices.
According to participants, it is important to have
Chit-chat fun in class, especially in a language that others
Chit-chat was a non-task referring function as its use the most. Fun at times helps to make learning
name suggests so. Asking each other about which effective. The attention span of students is never
dress to wear on farewell or which drama did they too great, so they are usually seen to have some
watch were the observed and recorded behaviors side jokes with friends. For this function,
of the participants for which the translanguaging Participant 2 had higher occurrences than
occurred. For participant-1, chit-chats and talking Participant 3 and Participant 1 since she was more
to friends was always realistic in one’s own of jolly nature. She always preferred to use her own
language rather than speaking in English only. language, i.e. Sindhi, to make jokes in the class.
Participant-2, on the other hand, showed a dual She stated in her interview,
attitude to chit-chats. While in her interview, she Yes, it happens. When we make jokes in
stated, ‘I am not habitual of having informal English, nobody understands and laughs at it. We
conversations in English’, data from classroom find those things or jokes funnier when they are in
observations and field notes suggest she did our own language/mother-tongue because we are
engage in chit-chats with her neighbors not habitual of having an informal conversation or
sometimes. making jokes in English.

18 Global Educational Studies Review (GESR)

Exploring Functions of Translanguaging in Intermediate Students’ Interactions in Science Classroom

Discussion study highlights the importance of giving

The current study showed some interesting task- examples as a function of task-referring category
and non-task referring functions quantified with in the science classroom using translanguaging.
frequencies of students’ translanguaging practice Examples help students to connect abstract
in the science classroom; In relation to the first science concepts with cultural context enabling
main question of this present study on students’ them to discuss the role of those topics in society
use of translanguaging functions in their task and too by utilizing all linguistic resources to maintain
non-task related talks, the task-related functions their focus. This idea is in support with Oliveira's
were predominantly found in students’ and Brown’s (2016) idea who suggest that
translanguaging practices in line with Duarte's exemplification in science classrooms assist
(2019) study with a clear dominance of students to stay focused and imagine abstract
‘elaboration’ on the peak with 226 out of 503 concepts.
occurrences because of the fact that the classes The off-task functions in the present study
were fully student-centred and students were including humor, chit-chat and requesting were
always busy in creative activities like gallery walk, found less in number than on-task functions in
group discussions, jigsaw, oral presentations and science classroom because students were mainly
so on which involved them in making elaborations involved in group activities all the time which
to peers understanding the science concepts. suggest that students devoted their time more
Students’ perceptions also upkeep elaboration as a towards their learning rather than being non-
way to clarify concepts to their peers using serious. One of the functions humor serves as an
translanguaging evident in García and Leiva (2014) informal way of making jokes on certain science
study, who suggest that elaboration enables concepts while giving contextual examples and
students to simplify their ideas and opinions, has been identified as the source of enjoyment in
which they could not do in only English that between classroom discussions. Participants’
limited their voices. perceptions evidently described humor as a
Moreover, asking questions under task- phenomenon which relates to cultural languages
referring functions allowed students to clear and sounds amusing when it is done using
queries regarding scientific terminologies using translanguaging as Bell (2011) describes humor as
translanguaging. For example, one of the entertaining when it is specific culturally. Using
participants asked a question about a scientific English only in jokes or fun takes the essence away
term, ‘deme’ from one’s peers and related the term from laughter in humor. Dávila (2019) has
with that of the organism's population after a long emphasized to value students’ generated humor
discussion and questionings on it. Karlsson, and harness it for the reason that helps them in
Nygård Larsson, and Jakobsson (2019) also argue content learning and understanding. The present
that multilingual students make use of both their study found humor to be the second most
L1 and L2 to relate scientific abstract content with occurring translanguaging function under the
non-task referring category.
daily life experiences while clarifying their queries
sometimes supported by interpretations of the Additionally, students were found out to be
ideas to conform answers. involved in chit-chat and muttering moving
One of the most interesting findings of the between linguistic loops for everyday
present study that goes similar with Duarte's conversations in L1 and more subject specific
(2019) study is that of asking questions as the expressions in L2 (Karlsson et al., 2019) while
second most dominant occurring function in chatting about private or home conversations. The
student-student interactions. It highlights the role occurrences of chit-chat are found out to be on
of questioning in understanding science content peak with 54 frequencies out of 142 in off-task
allowing students to challenge and question each functions. Not much literature has been done on
other's ideas (Berland & McNeill, 2010). To add the role of chit-chat using translanguaging in
with, many research studies have been done on science classrooms.
the importance of exemplification as a strategy Apart from functions of translanguaging in
used by teachers to learn abstract concepts in science classroom, participants’ perceptions have
science classrooms (Oliveira, Cook, & Buck, 2011; highlighted some other aspects of translanguaging
Oliveira & Brown, 2016). However, the present such as Participant 1 believed that translanguaging

Vol. VI, No. I (Winter 2021) 19

 Anjili Parkash, Somal Rani and Hassan Syed

helps her in seeking the attention of peers in a content of science, cope up with new and
multilingual context by using various linguistic unfamiliar words, makes their communication
repertoires. In the same vein, translanguaging easier, helps them in getting attention from peers
assisted Participant 2 and Participant 3 to cope up and makes the environment informal.
and learn new science vocabulary as one of them Translanguaging allows students to assert their
shared about the word ‘circumcision’ as being linguistic identities and enables them to not only
unaware for its meaning in her own language so understand the content and get scaffolded help
she connected that word with the cultural from the more knowledgeable others but also
meaning which was ‘Sunnat’ as per her religion. empowers them to proactively contribute to the
This example represents translanguaging as a overall learning process by sharing their
phenomenon of offering multiple linguistic viewpoints, challenging their own as well as that
resources. To wrap up, these ideas imply of others ‘ideas. Thus, translanguaging allows
translanguaging as a way which drives students’ students to be masters of their own self. Therefore,
learning on varied paths of weaving scientific the study suggests that the translanguaging
content with home languages to maximize practices of students in science classrooms cannot
scientific understanding. be neglected since it helps them to make their
learning effective. In addition to that, science
Conclusion teachers are suggested to not encourage their
students to make use of translanguaging in order
The findings of the study revealed that students for the latter to optimize their learning in science
use translanguaging in their interactions for classrooms. The study highlights the need for
multifarious functions; however, when they teacher educators to raise awareness of the pre-
interact or communicate with their teachers, they service and in-service teachers about the
prefer to use English. Translanguaging helps multiplicity of the pedagogical uses of
students to develop a clear understanding of the translanguaging.

20 Global Educational Studies Review (GESR)

Exploring Functions of Translanguaging in Intermediate Students’ Interactions in Science Classroom

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