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Chapter 1. Translanguaging as a pedagogical strategy for enhancing multilingual science students' learning in different educational contexts (Anders Jakobsson, Pia Nyg緳d Larsson and Annika Karlsson).- Chapter 2. Translanguaging within an integrated framework for multilingual science meaning-making (Cory Buxton, Ruth Harman, Lourdes Cardozo-Gaibisso and Max Vazquez Dominguez).- Chapter 3. Translanguaging for STEM learning: Exploring tertiary learning contexts (Juliet Langman, Jorge Sol疄, Lina Martin-Corredor, Nguyen Dao and Karla Garza Garza).- Chapter 4. Young children's transmodal participation in worm investigations: Drawing on a diversity of resources for meaning making in science (Christina Siry, Sara Wilmes, Kerstin teHeesen, DorianaSportelli and Sandy Heinericy).- Chapter 5. Translanguagingin the science classroom: Drawing on students' full linguistic repertoires in bi/multilingual settings (Catherine Lemmi, Greses P廨ez and Bryan A. Brown).- Chapter 6. The affordances of leveraging multilingual repertoires in scientific reasoning among resettled refugee teens: Functions of translanguaging in scientific reasoning (Shannon Mary Daniel, Minjung Ryu, Mavreen Rose Santa-Ana Tuvilla and Casey Elizabeth Wright).- Chapter 7. Students' multilingual negotiations of science in third space (Annika Karlsson, Pia Nyg緳d Larsson and Anders Jakobsson).- Chapter 8. Translanguaging, trans-semiotizing, and trans-registering in a culturally and linguistically diverse science classroom (Peichang (Emily) He and Angel M. Y. Lin).- Chapter 9. Translanguaging in middle school science: Written arguments about issues of biodiversity (Peter Licona and Gregory J. Kelly).- Chapter 10. Contradictions confronting hybrid spaces for translanguaging in the Lebanese context: A CHAT perspective (Sara Salloum).- Chapter 11. Translanguaging in science education in South African classrooms: Challenging constraining ideologies for science teacher education (Annemarie Hattingh, Carolyn McKinney, Audrey Msimanga, Margie Probyn and Robyn Tyler).- Chapter 12. Leveraging multilingualism to support science education through translanguaging pedagogy (Erasmos Charamba).
