Citations (35)
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Read on this site (17)
Catherine Lemmi & Greses Pérez. (2023) Translanguaging in elementary science. International Journal of Science Education 0:0, pages 1-27.
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Pablo Antonio Archila, Giovanna Danies, Anne-Marie Truscott de Mejía, Silvia Restrepo & Jorge Molina. (2022) Students attending monolingual, bilingual, or trilingual schools at secondary level: does it influence their academic performance in a university bilingual Biology module?. International Journal of Bilingual Education and Bilingualism 25:8, pages 3098-3111.
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Pablo Antonio Archila, Giovanna Danies, Anne-Marie Truscott de Mejía & Silvia Restrepo. (2022) Instructor practices and espoused beliefs about bilingual courses: the case of a Colombian university. International Journal of Bilingual Education and Bilingualism 25:7, pages 2682-2698.
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Melissa A. Navarro Martell. (2022) Ciencias bilingües: how dual language teachers cultivate equity in dual language classrooms. International Journal of Bilingual Education and Bilingualism 25:6, pages 2142-2158.
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Christina W. Yao, Courtney Collins, Trentee Bush, Kaleb L. Briscoe & Ngoc Lan Thi Dang. (2022) English as a ‘double barrier’: English medium instruction and student learning at Vietnamese transnational universities. Higher Education Research & Development 41:4, pages 1372-1386.
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Pablo Antonio Archila, Jorge Molina & Anne-Marie Truscott de Mejía. (2022) Enriching university students’ use of logical connectors (LCs) in bilingual written scientific argumentation (BWSA). International Journal of Bilingual Education and Bilingualism 25:5, pages 1569-1589.
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Alma D. Rodríguez, Sandra I. Musanti & Alyssa G. Cavazos. (2021) Translanguaging in higher education in the US: leveraging students’ bilingualism. Critical Inquiry in Language Studies 18:4, pages 353-373.
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Ofelia García, Nelson Flores, Kate Seltzer, Li Wei, Ricardo Otheguy & Jonathan Rosa. (2021) Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto. Critical Inquiry in Language Studies 18:3, pages 203-228.
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Pablo Antonio Archila, Jorge Molina & Anne-Marie Truscott de Mejía. (2021) Using bilingual written argumentation to promote undergraduates’ bilingual scientific literacy: Socrative® as an immersive participation tool. International Journal of Bilingual Education and Bilingualism 24:6, pages 868-891.
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Pablo Antonio Archila & Anne-Marie Truscott de Mejía. (2020) Bilingual university science courses: a questionnaire on professors’ practices and espoused beliefs. International Journal of Bilingual Education and Bilingualism 23:2, pages 132-152.
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Minjung Ryu. (2019) Mixing languages for science learning and participation: an examination of Korean-English bilingual learners in an after-school science-learning programme. International Journal of Science Education 41:10, pages 1303-1323.
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Rosa E. Guzzardo Tamargo, Verónica Loureiro-Rodríguez, Elif Fidan Acar & Jessica Vélez Avilés. (2019) Attitudes in progress: Puerto Rican youth’s opinions on monolingual and code-switched language varieties. Journal of Multilingual and Multicultural Development 40:4, pages 304-321.
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Luis E. Poza. (2019) “Los Dos Son Mi Idioma”: Translanguaging, Identity, and Social Relationships among Bilingual Youth. Journal of Language, Identity & Education 18:2, pages 92-109.
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Esther Garza & María Guadalupe Arreguín-Anderson. (2018) Translanguaging: Developing scientific inquiry in a dual language classroom. Bilingual Research Journal 41:2, pages 101-116.
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Luis E. Poza. (2018) The language of ciencia: translanguaging and learning in a bilingual science classroom. International Journal of Bilingual Education and Bilingualism 21:1, pages 1-19.
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Kevin S. Carroll. (2016) Language policies in Puerto Rican higher education: conflicting assumptions of bilingualism. Current Issues in Language Planning 17:3-4, pages 260-277.
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Catherine M. Mazak & Claudia Herbas-Donoso. (2015) Translanguaging practices at a bilingual university: a case study of a science classroom. International Journal of Bilingual Education and Bilingualism 18:6, pages 698-714.
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Articles from other publishers (18)
Pablo Antonio Archila, Brigithe Tatiana Ortiz, Anne-Marie Truscott de Mejía & Silvia Restrepo. (2023) Investigating factors that influence students’ ability to seek online bilingual scientific information. Information and Learning Sciences 124:11/12, pages 373-395.
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Kathryn L. Kirchgasler. (2022) Science class as clinic: Why histories of segregated instruction matter for health equity reforms today. Science Education 107:1, pages 42-70.
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Santa Vanessa Cavallari. (2022) Spanglish/Englañol. Codes, « langues » rares ou raréfiées ?. Traduire:247, pages 23-33.
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Zhenjie Weng & Susan Ataei. 2022. Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching. Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching
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Juan Eduardo Bonnin & Virginia Unamuno. (2021) Debating translanguaging. Language, Culture and Society 3:2, pages 231-254.
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Heath Rose, Ernesto Macaro, Kari Sahan, Ikuya Aizawa, Sihan Zhou & Minhui Wei. (2021) Defining English Medium Instruction: Striving for comparative equivalence. Language Teaching, pages 1-12.
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Jagadish Paudel. 2021. Teaching Practices and Language Ideologies for Multilingual Classrooms. Teaching Practices and Language Ideologies for Multilingual Classrooms
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Juliet Langman, Jorge Solís, Lina Martin-Corredor, Nguyen Dao & Karla Garza Garza. 2021. Translanguaging in Science Education. Translanguaging in Science Education
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Enrique Suárez. (2020) “Estoy Explorando Science”: Emergent bilingual students problematizing electrical phenomena through translanguaging. Science Education 104:5, pages 791-826.
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Peter R. Licona & Gregory J. Kelly. (2019) Translanguaging in a middle school science classroom: constructing scientific arguments in English and Spanish. Cultural Studies of Science Education 15:2, pages 485-510.
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A. J. Rivera & Catherine Mazak. (2017) Pedagogical Translanguaging in a Puerto Rican University Classroom: An Exploratory Case Study of Student Beliefs and Practices. Journal of Hispanic Higher Education 18:3, pages 225-239.
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Stephanie Moody, Mahjabin Chowdhury & Zohreh Eslami. (2019) Graduate Students’ Perceptions of Translanguaging探究研究生對跨語際實踐之認知. English Teaching & Learning 43:1, pages 85-103.
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Elisa Caruso. (2018) Translanguaging in higher education: Using several languages for the analysis of academic content in the teaching and learning process. Language Learning in Higher Education 8:1, pages 65-90.
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Prem Phyak. 2018. International Perspectives on Teaching English in Difficult Circumstances. International Perspectives on Teaching English in Difficult Circumstances
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Kevin S. Carroll & Catherine M. Mazak. (2017) Language Policy in Puerto Rico's Higher Education: Opening the Door for Translanguaging Practices. Anthropology & Education Quarterly 48:1, pages 4-22.
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Catherine M. Mazak, Rosita L. Rivera & Glory J. Soto. 2016. Spanish-English Codeswitching in the Caribbean and the US. Spanish-English Codeswitching in the Caribbean and the US
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