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Alexis A. Rutt & Chris K. Chang-Bacon. (2023) Monolingual Momentum: The Limits of Critical Language Awareness in a Hybrid Science Learning Environment. Journal of Language, Identity & Education 22:4, pages 323-339.
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Scott E Grapin. (2023) Assessment of English Learners and Their Peers in the Content Areas: Expanding What “Counts” as Evidence of Content Learning. Language Assessment Quarterly 20:2, pages 215-234.
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Articles from other publishers (6)
Patricia Venegas-Weber, Cristina Betancourt, Grace Cornell Gonzales, Jessica Thompson, Manka Varghese & Hsin Jung Li. (2024) Broadening what counts as science: Developing teacher candidates translanguaging stances in their teacher education program towards translingual, multimodal, interdisciplinary and justice-centered elementary science practices. Teaching and Teacher Education 148, pages 104662.
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Scott E. Grapin. (2023) The Complex Terrain of Equity for Multilingual Learners in K–12 Education. Educational Researcher 53:3, pages 167-174.
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María González-Howard, Sage Andersen, Karina Méndez Pérez & Enrique Suárez. (2023) Language Views for Scientific Sensemaking Matter: A Synthesis of Research on Multilingual Students’ Experiences with Science Practices Through a Translanguaging Lens. Educational Researcher 52:9, pages 570-579.
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Scott E. Grapin, Alison Haas, Lorena Llosa, Daniel Wendel, Ashlyn Pierson & Okhee Lee. (2023) Multilingual learners' epistemologies in practice in the context of computational modeling in an elementary science classroom. Journal of Research in Science Teaching 60:9, pages 1998-2041.
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Okhee Lee, Scott Grapin & Alison Haas. (2023) Teacher professional development programs integrating science and language with multilingual learners: A conceptual framework. Science Education 107:5, pages 1302-1323.
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Scott E. Grapin, Ashlyn Pierson, María González‐Howard, Minjung Ryu, Caitlin Fine & Sara Vogel. (2023) Science education with multilingual learners: Equity as access and equity as transformation. Science Education 107:4, pages 999-1032.
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