Empowering Upper Elementary Multilingual Learners in Science Using Infographics

This research chapter delves into the collaborative efforts of educators to empower PK-12 multilingual learners (MLs) through a transmodalising, multiliteracies approach in the context of upper elementary science education. The project, conducted in a mid-Atlantic state, focused on the transformation of traditional science fair projects into engaging infographics. This transition fostered student agency, allowing MLs at different stages of English language proficiency (ELP) to connect deeply with their investigations. By contextualizing their inquiries, students recognized the broader implications of their research, enhancing their engagement and understanding. The multimodal affordances of infographic design empowered MLs to represent their findings creatively, transcending language barriers. Importantly, students’ linguistic diversity and translanguaging practices were embraced, promoting meaningful participation in the disciplinary practice of science. This work underscores the potential of a transmodalising, multiliteracies approach to transform science education, making it more inclusive and engaging for culturally and linguistically diverse learners.