Abstract
This study investigates those practices associated with the design, creation, and revision of animated models that tell a science story. It reveals information about how animation software assists young bilingual children in science learning. The article argues that bilingual children benefit from the ability of animation software to displace and reassemble spatial and temporal relations in science (with the effect of shaping language). Evidence that animation software displaces and reassembles knowledge in science is exposed by 1) having accessibility to different worlds, 2) the capacity to manipulate science concepts, and 3) connecting structure and sequence to function. The study suggests that this type of visual displacement and reassembling is a starting point for the development of science discourse in English among bilingual children.
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