Mehdia Hassan

What excites me most about this project is the thoughtful integration of plurilingual students’ diverse learning contexts and funds of knowledge, as important resources in their own learning; this includes active engagement with students’ families and communities. As a plurilingual student, who speaks Farsi (Dari), French, and English, I enjoy the intercultural dialogues and translanguaging that naturally occur int eh dynamic processes of translation; I recognize how beneficial this can be for students inside and outside classrooms, when learning about STEM. Through meaningful discussions with my dad, who provides Pashto translations and learning resources for the project, I have noticed how this project has also simultaneously enriched my own active learning of Dari and Pashto – two inherited languages that reconnect me back to my Afghan linguistic roots.