ABSTRACT
In this chapter, we—a teacher educator and a public school teacher in New York City—draw on a year-long collaborative research partnership and offer a situated representation of how collage can afford multilingual children the opportunity to engage in learning across languages and to negotiate successful student and scientist identities. To do so, we critically employ Universal Design for Learning as a framework for re-mediating learning, unveiling how collage can be (re)positioned specifically in science within the context of a dual language second-grade classroom. Constructing collage as translinguistic symbolic representation, we posit that it has the potential to provide students with multiple means of engagement, representation, action, and expression.
