https://orcid.org/0000-0002-5033-6720
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Molly M. Staggs & Julie C. Brown. (2023) ‘Me hizo sentir como científica’: the expressed science identities of multilingual learners in high school biology classrooms. International Journal of Science Education 0:0, pages 1-26.
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Jack K.H. Pun, Xuehua Fu & Kason Ka Ching Cheung. (2023) Language challenges and coping strategies in English Medium Instruction (EMI) science classrooms: a critical review of literature. Studies in Science Education 0:0, pages 1-32.
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Sara Salloum & Saouma BouJaoude. (2023) Formative interventions for science teachers’ expansive learning and practices with multilingual learners: A case study from Lebanon. Professional Development in Education 0:0, pages 1-23.
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Jenny Uddling. (2022) To integrate a language focus in a linguistically diverse physics classroom. Language and Education 36:3, pages 259-278.
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Sally Ann Jones. (2021) A Local Research Evidence Base for English Language Education (ELE) in Singapore from 2010 to 2020 (early childhood to secondary school). Asia Pacific Journal of Education 41:4, pages 641-656.
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Mengjia Zhang & Elisabet Pladevall-Ballester. (2021) Discipline-specific language learning outcomes in EMI programs in the People’s Republic of China. Language and Education 35:4, pages 357-374.
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Juan Quílez. (2019) A categorisation of the terminological sources of student difficulties when learning chemistry. Studies in Science Education 55:2, pages 121-167.
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Articles from other publishers (16)
Birgit Heppt, Sofie Henschel, Ilonca Hardy & Katrin Gabler. (2022) Instructional support in inquiry-based elementary school science classes: how does it relate to students’ science content knowledge and academic language proficiency?. European Journal of Psychology of Education 38:4, pages 1377-1401.
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Ylva Hamnell-Pamment. (2023) The Role of Scientific Language Use and Achievement Level in Student Sensemaking. International Journal of Science and Mathematics Education.
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Lisa Gilanyi, Xuesong (Andy) Gao & Shiyao Wang. (2023) EMI and CLIL in Asian schools: A scoping review of empirical research between 2015 and 2022. Heliyon 9:6, pages e16365.
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Yuting Mao & Jian-E Peng. (2023) Exploring Chinese University Students’ Learning Strategy Use in English-Medium Instruction Courses. The Asia-Pacific Education Researcher.
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Kristina Danielsson & Jenny Uddling. (2022) Signs of Learning—Multiple Modes as Support for Interaction in a Linguistically Diverse Physics Classroom. Education Sciences 12:10, pages 662.
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Valentina Piacentini, Rui Marques Vieira & Ana Raquel Simões. (2022) Can “Integrated Learning” with English support science education? A case study in Portugal. Eurasia Journal of Mathematics, Science and Technology Education 18:6, pages em2114.
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Jiangshan An & Ernesto Macaro. (2022) Exclusive use of the second language in classroom interaction in English Medium Instruction science classrooms: the beliefs of students and their monolingual teachers. Language Teaching Research, pages 136216882210757.
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D. Lathouris. (2022) Assessing Use of Language as Mediating Mean in Science Teaching in Activity Theory Terms: A Discourse Analysis in Socioculturally Diverse Classroom Settings in Greece. Cultural-Historical Psychology Культурно-историческая психология 18:4, pages 102-110.
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Birgit Heppt, Sofie Henschel, Ilonca Hardy, Rosa Hettmannsperger-Lippolt, Katrin Gabler, Christine Sontag, Susanne Mannel & Petra Stanat. (2022) Professional development for language support in science classrooms: Evaluating effects for elementary school teachers. Teaching and Teacher Education 109, pages 103518.
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Jennifer Drake Patrick & Zhihui Fang. 2022. The Role of Language in Content Pedagogy. The Role of Language in Content Pedagogy
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Lay Hoon Seah. (2020) What Student Language Reveals About the Demands of Learning the Human Circulatory System. Research in Science Education 51:6, pages 1529-1547.
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Dennis Fung. (2020) Teaching Science Through Home and Second Languages as the Medium of Instruction: a Comparative Analysis of Junior Secondary Science Classrooms in Hong Kong. International Journal of Science and Mathematics Education 19:8, pages 1609-1634.
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Jiangshan An & Nathan Thomas. (2021) Students’ beliefs about the role of interaction for science learning and language learning in EMI science classes: Evidence from high schools in China. Linguistics and Education 65, pages 100972.
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Sara Salloum & Saouma BouJaoude. (2020) Understanding Interactions in Multilingual Science Classrooms through Cultural-Historical Activity Theory (CHAT): What Do Contradictions Tell Us?. International Journal of Science and Mathematics Education 19:7, pages 1333-1355.
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Valentina Piacentini, Ana Raquel Simões & Rui Marques Vieira. (2019) TEACHERS’ VIEW OF LANGUAGE(S) IN (CLIL) SCIENCE EDUCATION: A CASE STUDY IN PORTUGAL. Problems of Education in the 21st Century 77:5, pages 636-649.
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