Development of a Questionnaire on Multilingual Students’ Beliefs about Equitable and Epistemic Use of Languages in Learning Science

Abstract Science education researchers argue for encouraging multilingual students’ use of different linguistic and multimodal resources to make meaning of scientific practices. However, multilingual students need to internalize beliefs that they can freely draw on these asset forms of resources, so that they can consistently adopt sustainable multilingual and multimodal practices. Complementing the recent research efforts on measuring teachers’ beliefs about epistemic use of languages in science, we reported a study that develop and validate a Likert-scale instrument that measures students’ beliefs about equitable and epistemic use of languages in learning science. The instrument was initially piloted to 191 junior secondary students, and then was revised and administered to 981 junior secondary students in Hong Kong. Supported by exploratory and confirmatory factor analysis, the instrument inherited four dimensions: beliefs about constitutive role of language in scientific practices, beliefs about multiple modalities in science learning , heteroglossic beliefs about language use in learning science and inclusive beliefs about use of multiple languages in collaborative discussion . The instrument inherited satisfactory content and construct validity, while we also provided evidence that such an instrument was sensitive to different linguistic contexts. Hence, we argue that the instrument can potentially measure the outcome of translanguaging-based science education intervention and comparing students’ beliefs under a range of linguistic contexts worldwide.