Science education with multilingual learners: Equity as access and equity as transformation

[1]  I. Hasbun,et al.  Countering science as White property through linguistic justice , 2022, Journal of Research in Science Teaching.

[2]  Daniel Morales‐Doyle,et al.  More than Civil Engineering and Civic Reasoning: World-Building in Middle School STEM , 2022, Occasional paper series.

[3]  Scott E. Grapin.  Assessment of English Learners and Their Peers in the Content Areas: Expanding What “Counts” as Evidence of Content Learning , 2022, Language Assessment Quarterly.

[4]  J. Rosa,et al.  Undoing Competence: Coloniality, Homogeneity, and the Overrepresentation of Whiteness in Applied Linguistics , 2022, Language Learning.

[5]  S. Kayumova,et al.  Invisible multilingual Black and Brown girls: Raciolinguistic narratives of identity in science education , 2022, Journal of Research in Science Teaching.

[6]  Frackson Mumba,et al.  Examining preservice science teachers' implementation of language‐ and literacy‐integrated science through a cultural historical activity theory lens , 2022, Science Education.

[7]  M. Wolf.  Interconnection between constructs and consequences: a key validity consideration in K–12 English language proficiency assessments , 2022, Language Testing in Asia.

[8]  Ilana M. Umansky,et al.  Canaried in the Coal Mine: What the Experiences and Outcomes of Students Considered Long-term English Learners Teach us About Pitfalls in English Learner Education…and What We Can Do About It , 2022, Journal of Education for Students Placed at Risk (JESPAR).

[9]  Jorge Acosta-Feliz,et al.  Middle School Engineering Teachers’ Enactments of Pedagogies Rooted in Funds of Knowledge and Translanguaging , 2022, Journal of Pre-College Engineering Education Research (J-PEER).

[10]  Douglas B. Clark,et al.  Students’ Epistemic Commitments in a Heterogeneity-Seeking Modeling Curriculum , 2022, Cognition and Instruction.

[11]  John Settlage,et al.  Equity‐centered science education: The origin story of this special issue , 2022, Science Education.

[12]  Edward G. Lyon.  Reframing formative assessment for emergent bilinguals: Linguistically responsive assessing in science classrooms , 2022, Science Education.

[13]  Remy Dou,et al.  Equity and justice in science education: Toward a pluriverse of multiple identities and onto‐epistemologies , 2022, Science Education.

[14]  Caitlin G. McC. Fine.  Translanguaging Interpretive Power in Formative Assessment Co-Design: A Catalyst for Science Teacher Agentive Shifts , 2022, Journal of Language, Identity & Education.

[15]  Jasmine Y. Ma,et al.  Emergent Bilingual Middle Schoolers’ Syncretic Reasoning in Statistical Modeling , 2022, Teachers College Record: The Voice of Scholarship in Education.

[16]  Flávio S. Azevedo,et al.  Ideology in the mirror : A loving (self) critique of our equity and social justice efforts in STEM education , 2022, Science Education.

[17]  Scott E. Grapin,et al.  The role of phenomena and problems in science and STEM education: Traditional, contemporary, and future approaches , 2022, Journal of Research in Science Teaching.

[18]  Hosun Kang,et al.  Beginning school–university partnerships for transformative social change in science education: Narratives from the field , 2022, Science Education.

[19]  Karen D. Thompson,et al.  Improving Understanding of English Learner Education Through an Expanded Analytic Framework , 2022, Educational Policy.

[20]  Tia C. Madkins,et al.  Going beyond # RetireELL : A call for anti‐colonial approaches to languages in STEM education , 2022, Journal of Research in Science Teaching.

[21]  Scott E. Grapin,et al.  Disciplinary Practices with Multilingual Learners in the Content Areas: Investigating Grasp of Practice in Fifth-Grade Science , 2022, Journal of Language, Identity & Education.

[22]  Scott E. Grapin,et al.  Multimodal Tasks to Assess English Learners and Their Peers in Science , 2022, Educational Assessment.

[23]  Sara Vogel.  Attending to and transforming power dynamics in translanguaged research relationships and methodology , 2022, Research Methods in Applied Linguistics.

[24]  Suresh Canagarajah.  Diversifying academic communication in anti-racist scholarship: The value of a translingual orientation , 2021, Ethnicities.

[25]  Scott E. Grapin,et al.  WIDA English Language Development Standards Framework, 2020 Edition: Key Shifts and Emerging Tensions , 2021, TESOL Quarterly.

[26]  J. Cenoz,et al.  Pedagogical Translanguaging , 2021 .

[27]  G. Thompson.  Equitable education and the language ideological work of academic language (Introduction to special issue on academic language) , 2021, Language and Education.

[28]  VogelSara,et al.  “Los Programadores Debieron Pensarse Como Dos Veces”: Exploring the Intersections of Language, Power, and Technology with Bi/Multilingual Students , 2021, ACM Trans. Comput. Educ..

[29]  L. Archer,et al.  Disruptive moments as opportunities towards justice‐oriented pedagogical practice in Informal Science Learning , 2021, Science Education.

[30]  Hosun Kang.  Teacher Responsiveness that Promotes Equity in Secondary Science Classrooms , 2021, Cognition and Instruction.

[31]  T. Cheuk.  Can AI be racist? Color‐evasiveness in the application of machine learning to science assessments , 2021, Science Education.

[32]  D. Tippins,et al.  The quest for sustainable futures: designing transformative learning spaces with multilingual Black, Brown, and Latinx young people through critical response-ability , 2021, Cultural Studies of Science Education.

[33]  Scott E. Grapin,et al.  Dynamic Assessment of English Learners in the Content Areas: An Exploratory Study in Fifth‐Grade Science , 2021, TESOL Quarterly.

[34]  Scott E. Grapin,et al.  A disciplinary perspective on translanguaging , 2021, Bilingual Research Journal.

[35]  Li Wei,et al.  Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto , 2021, Critical Inquiry in Language Studies.

[36]  Douglas B. Clark,et al.  Scientific modeling and translanguaging: A multilingual and multimodal approach to support science learning and engagement , 2021, Science Education.

[37]  Scott E. Grapin.  Toward asset‐oriented and definitionally clear terminology: A comment on González‐Howard and Suárez (2021) , 2021 .

[38]  Pratim Sengupta,et al.  Voicing Code in STEM , 2021 .

[39]  María González‐Howard,et al.  Retiring the term English language learners: Moving toward linguistic justice through asset‐oriented framing , 2021 .

[40]  Leslie R. Herrenkohl,et al.  Youth Critical Data Practices in the COVID-19 Multipandemic , 2021, AERA Open.

[41]  Translanguaging in Science Education , 2021, Sociocultural Explorations of Science Education.

[42]  Minjung Ryu,et al.  How Did We Engage Resettled Chin Youth in Critical STEM Literacy Practices? , 2020, Asia-Pacific Science Education.

[43]  Ashlyn E. Pierson,et al.  Expanding Opportunities for Systems Thinking, Conceptual Learning, and Participation through Embodied and Computational Modeling , 2020, Syst..

[44]  Nicol R. Howard,et al.  Engaging Equity Pedagogies in Computer Science Learning Environments , 2020, Journal of computer science integration.

[45]  Amanda K. Kibler,et al.  Preparing preservice teachers to teach science to english learners: A review , 2020 .

[46]  M. Varelas,et al.  Access, Dissent, Ethics, and Politics: Pre-service Teachers Negotiating Conceptions of the Work of Teaching Science for Equity , 2020 .

[47]  M. Chiu,et al.  Obscuring Equity in Dual Language Bilingual Education: A Longitudinal Study of Emergent Bilingual Achievement, Course Placements, and Grades , 2020 .

[48]  Katie A. Bernstein,et al.  Equity/Social Justice, Instrumentalism/Neoliberalism: Dueling Discourses of Dual Language in Principals’ Talk About Their Programs , 2020 .

[49]  N. Flores,et al.  “Technically an EL”: The Production of Raciolinguistic Categories in a Dual Language School , 2020 .

[50]  Enrique Suárez.  “Estoy Explorando Science”: Emergent bilingual students problematizing electrical phenomena through translanguaging , 2020, Science Education.

[51]  Christopher Hoadley,et al.  Languages, literacies and literate programming: can we use the latest theories on how bilingual people learn to help us teach computational literacies? , 2020, Comput. Sci. Educ..

[52]  E. Furtak,et al.  A framework for science classroom assessment task design for emergent bilingual learners , 2020 .

[53]  Rachel R. Kachchaf,et al.  Targeted Linguistic Simplification of Science Test Items for English Learners , 2020 .

[54]  O. García,et al.  Translanguaging and Literacies , 2020, Reading Research Quarterly.

[55]  Cory A. Buxton,et al.  Thinking beyond the score: Multidimensional analysis of student performance to inform the next generation of science assessments , 2020 .

[56]  Blaine E. Smith,et al.  Emergent Bilingual Students and Digital Multimodal Composition: A Systematic Review of Research in Secondary Classrooms , 2020, Reading Research Quarterly.

[57]  Douglas B. Clark,et al.  Balancing the Environment: Computational Models as Interactive Participants in a STEM Classroom , 2019, Journal of Science Education and Technology.

[58]  G. Thompson,et al.  Equity in teaching academic language—an interdisciplinary approach , 2020, Theory Into Practice.

[59]  Scott P. McDonald,et al.  Toward a practice‐based theory for how professional learning communities engage in the improvement of tools and practices for scientific modeling , 2019, Science Education.

[60]  Sara Tolbert,et al.  Framing, Adapting, and Applying: Learning to Contextualize Science Activity in Multilingual Science Classrooms , 2019, Research in Science Education.

[61]  A. Wild,et al.  Language ideologies in science education , 2019, Science Education.

[62]  A. Wild,et al.  Language and cognitive interference: How using complex scientific language limits cognitive performance , 2019, Science Education.

[63]  Christopher J. Harris,et al.  Designing Knowledge‐In‐Use Assessments to Promote Deeper Learning , 2019, Educational Measurement: Issues and Practice.

[64]  Ruth Harman,et al.  Understanding Science and Language Connections: New Approaches to Assessment with Bilingual Learners , 2019, Research in Science Education.

[65]  S. Fine,et al.  In Search of Deeper Learning , 2019 .

[66]  Scott E. Grapin,et al.  Precision: Toward a meaning-centered view of language use with English learners in the content areas , 2019, Linguistics and Education.

[67]  Scott E. Grapin,et al.  Science and language integration with English learners: A conceptual framework guiding instructional materials development , 2019, Science Education.

[68]  Scott E. Grapin.  Multimodality in the New Content Standards Era: Implications for English Learners , 2019 .

[69]  Minjung Ryu,et al.  Resettled Burmese Refugee Youths’ Identity Work in an Afterschool STEM Learning Setting , 2019, Journal of Research in Childhood Education.

[70]  E. Furtak,et al.  Coming to terms: Addressing the persistence of “hands-on” and other reform terminology in the era of science as practice , 2018, Science Education.

[71]  Peter R. Licona,et al.  Translanguaging as pedagogy: developing learner scientific discursive practices in a bilingual middle school science classroom , 2018, International Journal of Bilingual Education and Bilingualism.

[72]  Leema K. Berland,et al.  Addressing the epistemic elephant in the room: Epistemic agency and the next generation science standards , 2018 .

[73]  J. Conteh,et al.  Translanguaging , 2018, ELT Journal.

[74]  Anders Jakobsson,et al.  Multilingual students’ use of translanguaging in science classrooms , 2018, International Journal of Science Education.

[75]  O. García,et al.  A translanguaging view of the linguistic system of bilinguals , 2018 .

[76]  Minjung Ryu,et al.  Resettled Refugee Youths’ Stories of Migration, Schooling, and Future: Challenging Dominant Narratives About Refugees , 2018 .

[77]  Tamara Lucas,et al.  Inservice Preparation for Mainstream Teachers of English Language Learners: A Review of the Empirical Literature , 2018 .

[78]  Sepehr Vakil,et al.  Ethics, Identity, and Political Vision: Toward a Justice-Centered Approach to Equity in Computer Science Education. , 2018 .

[79]  Suresh Canagarajah.  Translingual Practice as Spatial Repertoires: Expanding the Paradigm beyond Structuralist Orientations , 2018 .

[80]  Luis E. Poza.  The language of ciencia: translanguaging and learning in a bilingual science classroom , 2018 .

[81]  F. Mensah,et al.  Whiteness as Property in Science Teacher Education , 2018, Teachers College Record: The Voice of Scholarship in Education.

[82]  Kris D. Gutiérrez,et al.  Social Design Experiments: Toward Equity by Design , 2016, Cultural-Historical Activity Theory Approaches to Design-Based Research.

[83]  M. Probyn.  Pedagogical translanguaging: bridging discourses in South African science classrooms , 2015, Language in Epistemic Access.

[84]  Thomas M. Philip,et al.  Everyday science learning and equity: Mapping the contested terrain , 2017 .

[85]  E. Tapio,et al.  Beyond languages, beyond modalities: transforming the study of semiotic repertoires , 2017 .

[86]  Katherine L. McNeill,et al.  ‘Does it answer the question or is it French fries?’: an exploration of language supports for scientific argumentation , 2017 .

[87]  Susan Harper.  Engaging Karen refugee students in science learning through a cross-cultural learning community , 2017 .

[88]  H. Bass.  Designing opportunities to learn mathematics theory-building practices , 2017 .

[89]  Luis E. Poza.  Translanguaging: Definitions, Implications, and Further Needs in Burgeoning Inquiry , 2017 .

[90]  Julie C. Brown,et al.  Examining the Effectiveness of an Academic Language Planning Organizer as a Tool for Planning Science Academic Language Instruction and Supports , 2016 .

[91]  Pratim Sengupta,et al.  Development of Mechanistic Reasoning and Multilevel Explanations of Ecology in Third Grade Using Agent-Based Models. , 2016 .

[92]  Megan Bang,et al.  Participatory Design Research and Educational Justice: Studying Learning and Relations Within Social Change Making , 2016 .

[93]  Katherine L. McNeill,et al.  Learning in a community of practice: Factors impacting english‐learning students' engagement in scientific argumentation , 2016 .

[94]  Amanda K. Kibler,et al.  Conceptualizing Language Learners: Socioinstitutional Mechanisms and Their Consequences. , 2016 .

[95]  Ricardo Otheguy,et al.  Clarifying translanguaging and deconstructing named languages: A perspective from linguistics , 2015 .

[96]  Katherine L. McNeill,et al.  "What's Our Three-Word Claim?": Supporting English Language Learning Students' Engagement in Scientific Argumentation , 2015 .

[97]  J. Rosa,et al.  Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education , 2015 .

[98]  F. Mensah,et al.  Explorations of the structure–agency dialectic as a tool for framing equity in science education , 2015 .

[99]  Amanda K. Kibler,et al.  What Does Standards-based Educational Reform Mean for English Language Learner Populations in Primary and Secondary Schools? , 2014 .

[100]  John Settlage,et al.  Mediated Language Immersion and Teacher Ideologies: Investigating Trauma Pedagogy within a "Physics in Spanish" Course Activity. , 2014 .

[101]  Edward G. Lyon.  What about language while equitably assessing science?: Case studies of preservice teachers' evolving expertise , 2013 .

[102]  K. Hakuta,et al.  Challenges and Opportunities for Language Learning in the Context of the CCSS and the NGSS. , 2013 .

[103]  P. Black,et al.  Inside the Black Box: Raising Standards through Classroom Assessment , 2010 .

[104]  O. García,et al.  Emergent Bilinguals and TESOL: What's in a Name?. , 2009 .

[105]  S. Lubienski,et al.  Research Commentary: Bridging the Gaps in Perspectives on Equity in Mathematics Education , 2008, Journal for Research in Mathematics Education.

[106]  R. Duschl.  Science Education in Three-Part Harmony: Balancing Conceptual, Epistemic, and Social Learning Goals , 2008 .

[107]  D. Freeman.  Reflecting on the Cognitive–Social Debate in Second Language Acquisition , 2007 .

[108]  Marcelle A. Siegel.  Striving for Equitable Classroom Assessments for Linguistic Minorities: Strategies for and Effects of Revising Life Science Items. , 2007 .

[109]  E. Shohamy.  Language tests as language policy tools , 2007 .

[110]  Michael J. Ford,et al.  Chapter 1: Redefining Disciplinary Learning in Classroom Contexts , 2006 .

[111]  Doris B. Ash.  Reflective scientific sense‐making dialogue in two languages: The science in the dialogue and the dialogue in the science , 2004 .

[112]  Charlene Rivera,et al.  The Effect of Linguistic Simplification of Science Test Items on Score Comparability , 2004 .

[113]  Guadalupe Valdés.  Between Support and Marginalisation: The Development of Academic Language in Linguistic Minority Children , 2004 .

[114]  Mary J. Schleppegrell.  The Language of Schooling: A Functional Linguistics Perspective , 2004 .

[115]  C. Hofstetter,et al.  Assessment Accommodations for English Language Learners: Implications for Policy-Based Empirical Research , 2004 .

[116]  S. Wynter,et al.  Unsettling the Coloniality of Being/Power/Truth/Freedom: Towards the Human, After Man, Its Overrepresentation--An Argument , 2004 .

[117]  Josiane Hudicourt-Barnes,et al.  The Use of Argumentation in Haitian Creole Science Classrooms , 2003 .

[118]  J. Pryor,et al.  Developing Formative Assessment in the Classroom: Using action research to explore and modify theory , 2001 .