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Theory Into Practice Volume 59, 2020 - Issue 1: Equity in Teaching Academic Language
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The discourse of explicitness: Mathematics explanatory talk and self-assessment by Spanish-speaking emergent bilingual students in elementary classrooms

Alison L. BaileyDepartment of Education, University of California, Los Angeles, California, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-9303-8304View further author information
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Pages 64-74 | Published online: 14 Nov 2019

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Jui-Teng Li, Genesis D. Arizmendi & H. Lee Swanson. (2022) The influence of teachers’ math instructional practices on English learners’ reading comprehension and math problem-solving performance in Spanish and English. International Journal of Bilingual Education and Bilingualism 25:10, pages 3614-3630.
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Articles from other publishers (2)

Anne Blackstock-Bernstein, Amy Woodbridge & Alison Bailey. (2022) Comparing Elementary Students’ Explanatory Language across Oral and Written Modes. The Elementary School Journal 122:3, pages 315-340.
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Scott E. Grapin & Lorena Llosa. (2021) Dynamic Assessment of English Learners in the Content Areas: An Exploratory Study in Fifth‐Grade Science. TESOL Quarterly 56:1, pages 201-229.
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