Citations (15)
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Opanga David & Venuste Nsengimana. (2021) Supporting Tanzanian Students’ Academic Language Proficiency by Inquiry-based learning of Invertebrate Systematic. African Journal of Research in Mathematics, Science and Technology Education 25:2, pages 113-124.
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Anna Karin Roo, Yuliya Ardasheva, Sarah N. Newcomer & Margarita Vidrio Magaña. (2020) Contributions of tracking, literacy skills, and attitudes to science achievement of students with varied English proficiency. International Journal of Bilingual Education and Bilingualism 23:9, pages 1108-1124.
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Melanie Williams & K.-S. Tang. (2020) The implications of the non-linguistic modes of meaning for language learners in science: a review. International Journal of Science Education 42:7, pages 1041-1067.
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Shelly C. Wu, Allison Silveus, Stacy Vasquez, Daniella Biffi, Cecilia Silva & Molly Weinburgh. (2019) Supporting ELLs’ Use of Hybrid Language and Argumentation During Science Instruction. Journal of Science Teacher Education 30:1, pages 24-43.
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Lay Hoon Seah & Larry D. Yore. (2017) The roles of teachers’ science talk in revealing language demands within diverse elementary school classrooms: a study of teaching heat and temperature in Singapore. International Journal of Science Education 39:2, pages 135-157.
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Articles from other publishers (10)
Jennifer N. Tripp & Noemi Waight. (2023) Co‐creating a community of belonging and presence: Multilingual learners' experiences of science and language learning at an urban, inclusive STEM‐focused high school. Science Education 108:1, pages 25-62.
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Kathy L. Malone. (2023) The effects of modeling‐based pedagogy on conceptual understanding, scientific reasoning skills, and attitudes towards science of English learners. Science Education 107:5, pages 1269-1301.
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Alexis A. Rutt & Frackson Mumba. (2022) Examining preservice science teachers' implementation of language‐ and literacy‐integrated science through a cultural historical activity theory lens. Science Education 107:3, pages 773-809.
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Lauren Cabrera, Christine Lee Bae & Morgan DeBusk-Lane. (2023) A mixed methods study of middle students' science motivation and engagement profiles. Learning and Individual Differences 103, pages 102281.
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Pei-Ling Hsu. (2022) Regulating Emotions through Cogenerative Dialogues to Sustain Student Engagement in Science Internships: A Case Study. Sustainability 14:10, pages 6037.
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Alexis A. Rutt & Frackson Mumba. (2021)
Pre‐service
teachers enactment of language‐ and
literacy‐integrated
science instruction in linguistically diverse science classrooms
. Journal of Research in Science Teaching 59:4, pages 619-655.
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Opanga David & Nsengimana Venuste. (2021) Practice in Teaching and Learning of Invertebrates: Evaluating the Effectiveness of Pedagogical Language Strategies in Tanzania Secondary Schools. Eurasia Journal of Mathematics, Science and Technology Education 17:2, pages em1940.
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Michael Kai-yip Tsang. (2020) Building in language support in a Hong Kong CLIL chemistry classroom. Journal of Immersion and Content-Based Language Education 8:2, pages 149-172.
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Sarah K. Braden, Marie Lund & Katrina Hatch. (2020) Community action plans for social justice advocacy: Leveraging the relationship between awareness and action. TESOL Journal 11:4.
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Kara Mitchell Viesca, Kathryn Strom, Svenja Hammer, Jessica Masterson, Cindy Hammer Linzell, Jessica Mitchell-McCollough & Naomi Flynn. (2019) Developing a Complex Portrait of Content Teaching for Multilingual Learners via Nonlinear Theoretical Understandings. Review of Research in Education 43:1, pages 304-335.
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