1.2 Inquiry on Teaching and Learning 1

1.2.1 Translanguaging as Learning Strategy: Moving Beyond “English-only”
YaseenAli, Learning Strategist, Learning Strategist, Intercultural & Community Learning, Centre for Learning Strategy Support (CLSS), Division of Student Life

“Translanguaging” refers to multilingual users’ transcendence over the boundaries historically maintained between socially constructed language systems (Otheguy et al., 2015). This dynamic practice can include moving across “named languages” (e.g., French, Japanese, Urdu) and leveraging environmental materials (e.g., writing instruments, assistive technologies, semiotic resources) to express ideas. This session provides findings from a study examining the language frames (i.e., beliefs and attitudes) of 22 graduate students who identify as English as an additional language users (EAL). Over the course of a semester, the participants attended a critical language awareness workshop about “Englishing” (a translingual language practice), generated learning artifacts, and committed to applying translanguaging strategies in their university activities.

In their responses, participants described how employing languages beyond academic or standard(ized) English alone offered them a conduit to effective learning strategies such as dual coding, self-testing, and elaboration. For example, students shared how notetaking in multiple languages supported additional ways to retrieve information in high stakes situations. They also discussed how explaining course content in their first language(s) allowed them to isolate any gaps in their understanding. What emerges from these reflections is how translanguaging is not a “compensation” strategy suggesting limited English language proficiency, but a rich and abundant repertoire for EAL students’ study techniques. Translanguaging then presents a powerful rejoinder to “English-only” paradigms in teaching and learning, facilitating students’ trans-epistemic access to knowledge (Qiu & Zheng, 2024). The session will include reflective questions and follow-up resources to consider how Englishing can be encouraged in course activities and assignments.

1.2.2 Thriving in Research: Building Community and Confidence in Life Science Undergraduates
Jastaran Singh,Associate Professor, Teaching Stream, Department of Immunology, Colleen Dockstader, Associate Professor, Teaching Stream, Human Biology Program

Undergraduate thesis projects provide a foray into research, yet most students cannot experience one due to time/financial constraints. For five years, The Human Biology Program at the University of Toronto has offered a free, two-week 'Lab Bootcamp' for over 250 life science undergraduates. This program, which doesn't require prior research experience or grades assessment, aims to empower students through agency and collaboration.

Leading with Purpose: The Bootcamp blends pedagogical theory with research practice where students complete an 80-hour project involving molecular cloning and protein assays, designing strategies to modify protein expression in a mouse model. Through this, students develop essential technical, communicative, and collaborative skills essential for thriving in research and beyond.

Learning through Inquiry: In groups, students critically address research design and knowledge gaps, fostering confidence and resilience through an inquiry-based approach where student agency is emphasized and ‘failed’ experiments are normalized. Post-Bootcamp analyses show significant improvements in technical and critical-thinking skills, with the greatest impact on research confidence.

Thriving in Community: The Bootcamp fosters a collaborative environment, emphasizing community and teamwork to help students build relationships that support their growth. Four months post-Bootcamp, many participants continued in research roles, demonstrating the program’s lasting impact on their academic/ professional trajectories.  Many Bootcamp participants remain in contact with one another, emphasizing the importance of belonging in research practices.

The HMB Lab Bootcamp offers a no-cost, accessible, transformative experiential learning opportunity in research that equips students with essential skills and fosters a sense of community, confidence, and resilience.