Bridging Language and Science: A Systematic Review of Translanguaging in Secondary ESL Science Classrooms

Abstract

Increasing linguistic diversity in secondary classrooms has posed challenges for science education, particularly for English as a Second Language (ESL) learners. The translanguaging approach, which allows students to use their home languages alongside English, has emerged as a promising pedagogical strategy to enhance science learning. This systematic review examined the impact of translanguaging on science instruction in secondary ESL classrooms by analyzing recent peer-reviewed literature. Findings revealed that translanguaging facilitated deeper conceptual understanding, increased student engagement, and promoted inclusivity. However, challenges such as inadequate teacher training, institutional language policies, and assessment constraints limited its implementation. While some studies supported translanguaging as an effective pedagogical tool, others raised concerns about its potential to hinder English proficiency development. The synthesis of existing literature indicated that integrating translanguaging with inquiry-based science instruction could enhance students’ critical thinking and problem-solving skills. Practical implications suggest the need for professional development programs to train teachers in translanguaging strategies, while policy recommendations advocate for language-inclusive curriculum reforms. This study underscored the necessity of revising assessment frameworks to accommodate multilingual responses. Future research should investigate the long-term impact of translanguaging on students’ academic performance and explore context-specific applications across different educational systems. By embracing translanguaging, science education can become more equitable and accessible for linguistically diverse learners.