If two brains are better than one, then are two (or more) languages not better than just one? In a meeting with parents and caregivers, Erin experienced how conversations are enriched when people are allowed to use all their languages. “I’d venture to say that without help from multiple languages, it wouldn’t have been possible to have a conversation of such high quality—one where multiple ideas, solutions, and mathematical language were included.”

How can language play a role in the participation of multilingual children in science museums? This is what we asked multilingual children and their families. In particular with science museums, language is vital. As a visitor, you can do and experience fun activities but if you want a more in-depth understanding, you’re going to need language.

Interestingly, “language-free” solutions, such as non-verbal communication, were suggested more often than adding languages to the museum.

I teach math to group 3 & 4, where several children speak Farsi. In this one instance, one of the students already understood the assignment and another one didn’t. So I said: “Do you want to discuss it in Farsi?”. Four eyes squinted back up at me.

The aim of the ‘home’ project is to explore how caregivers can be empowered through the use of translanguaging strategies. …How can parents and caregivers play a role in previewing certain mathematical concepts in the home language as an introduction to what is learned in class?

Incorporating families’ home languages, through translanguaging strategies, can lead to increased engagement, curiosity and sense of belonging in science, which is important because migrant and multilingual groups are currently underrepresented in science.

Within the Multi-STEM project, we aim to involve newcomer children as stakeholders and co-researchers. We want them to actively participate and share their thoughts, experiences, and expectations regarding using their home language in education.