Roberto Arias-Hermoso and Irene Guzmán-Alcón have published the article Science writing in three languages: insights from two bilingual communities in the Journal of Multilingual and Multicultural Development. The study compares students’ science writing across three languages in two bilingual educational contexts: the Valencian and Basque communities.
The study investigates students’ multilingual science writing in two bilingual communities, the Valencian Community and the Basque Country, analysing more than 900 texts produced across three languages of schooling: Valencian or Basque, Spanish and English. The findings reveal relationships between students’ writing performance across languages and shared patterns in the organisation of scientific discourse. The analysis provides insight into how linguistic resources developed in one language may relate to writing in the other languages within students’ multilingual repertoires. The findings reinforce the importance of approaching multilingual writing from an integrated perspective and highlight the potential of drawing on students’ entire linguistic repertoires in the teaching of disciplinary writing.
Arias-Hermoso, R., & Guzmán-Alcón, I. (2026). Science writing in three languages: insights from two bilingual communities. Journal of Multilingual and Multicultural Development, 1–21. https://doi.org/10.1080/01434632.2026.2674789
