{"id":58116,"date":"2023-07-11T10:14:10","date_gmt":"2023-07-11T09:14:10","guid":{"rendered":"https:\/\/blogs.ua.pt\/cidtff\/?p=58116"},"modified":"2023-07-11T10:14:10","modified_gmt":"2023-07-11T09:14:10","slug":"artigo-crossing-linguistic-and-disciplinary-boundaries-linguistic-practices-in-stem-s-t-e-m-classrooms-or-how-a-multilingual-habit-does-not-make-a-multilingual-monk","status":"publish","type":"post","link":"https:\/\/cidtff.web.ua.pt\/blog\/?p=58116","title":{"rendered":"Artigo | Crossing linguistic and disciplinary boundaries? Linguistic practices in STEM\/S.T.E.M. classrooms, or how a multilingual habit does not make a multilingual monk"},"content":{"rendered":"
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S\u00edlvia Melo-Pfeifer (CIDTFF) | Language, Culture and Curriculum<\/em>, pp. 1-14<\/strong><\/p>\n\n\n\n

Abstract:<\/strong><\/p>\n\n\n\n

In this contribution, I reflect on how multilingual pedagogies can be added to STEM and S.T.E.M. practices, in what could be called a \u2018double-crossing\u2019: on the one hand, crossing linguistic boundaries and, on the other, crossing specific subject knowledge. Based on a content analysis of teachers\u2019 interviews referring to their pedagogical experiences with a multilingual platform providing subject content in several languages, I reflect on the extent to which and how multilingual STEM and S.T.E.M. pedagogies are implemented and accounted for. More specifically, I analyse the arguments put forward by teachers for using or not using multilingual practices in STEM and S.T.E.M. and I delve into the apparent contradictions underlying the fact that, despite using a multilingual platform, its multilingual affordances are sometimes overlooked, underestimated or even used in monolingualised practices in multilingual settings.<\/p>\n\n\n\n

ver mais<\/a><\/p>\n\n\n\n

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Refer\u00eancia:<\/strong>
Melo-Pfeifer, S. (2023). Crossing linguistic and disciplinary boundaries? Linguistic practices in STEM\/S.T.E.M. classrooms, or how a multilingual habit does not make a multilingual monk. Language, Culture and Curriculum, Ahead-of-Print<\/em>, 1-14. https:\/\/doi.org\/10.1080\/07908318.2023.2232389<\/p>\n","protected":false},"excerpt":{"rendered":"

S\u00edlvia Melo-Pfeifer (CIDTFF) | Language, Culture and Curriculum, pp. 1-14 Abstract: In this contribution, I reflect on how multilingual pedagogies can be added to STEM and S.T.E.M. practices, in what could be called a \u2018double-crossing\u2019: on the one hand, crossing linguistic boundaries and, on the other, crossing specific subject knowledge. Based on a content analysis […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[32,14,5],"tags":[],"class_list":["post-58116","post","type-post","status-publish","format-standard","hentry","category-artigos","category-destaques","category-publicacoes"],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t