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Journal of Language, Identity & Education Volume 21, 2022 - Issue 3: Paradigmatic Tensions in Translanguaging Theory and Practice in Teacher Education
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Articles

Translanguaging Interpretive Power in Formative Assessment Co-Design: A Catalyst for Science Teacher Agentive Shifts

Caitlin G. McC. FineUniversity of Colorado BoulderCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-8605-7264View further author information
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Pages 191-211 | Published online: 03 Jun 2022

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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 (3)

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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Phillip Boda. 2023. Theoretical and Practical Teaching Strategies for K-12 Science Education in the Digital Age. Theoretical and Practical Teaching Strategies for K-12 Science Education in the Digital Age 1 18 .
Carlo Cinaglia & Peter I De Costa. (2022) Cultivating Critical Translingual Awareness: Challenges and Possibilities for Teachers and Teacher Educators. RELC Journal 53:2, pages 452-459.
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