6
Views
0
CrossRef citations to date
0
Altmetric
Featured Reading

The(Trans)Formative Assessment Planning Template: Explicitly Welcome Translanguaging During Formative Assessment in your Science Classroom

References

  • Brookhart, S.M. 2003. Developing measurement theory for classroom assessment purposes and uses. Educational Measurement: Issues and Practice 22(4): 5–12.
  • Fine, C.G.McC. 2022. Translanguaging interpretive power in formative assessment co-design: A catalyst for science teacher agentive shifts. Journal of Language, Identity & Education 21(3): 191–211.
  • Fine, C.G.McC. and Furtak, E. 2020. A framework for science classroom assessment task design for emergent bilingual learners. Science Education 104(3): 393–420.
  • Flores, N., and J. Rosa. 2015. Undoing appropriateness: Raciolinguistic ideologies and language diversity in education. Harvard Educational Review 85(2): 149–172.
  • García, O., S. Johnson, and K. Seltzer. 2017. The translanguaging classroom: Leveraging student bilingualism for learning. Philadelphia, PA: Caslon.
  • García, O., and J.A. Kleifgen. 2019. Educating emergent bilinguals: Policies, programs and practices for English language learners. New York, NY: Teachers College Press.
  • García, O., and L. Wei. 2014. Translanguaging: Language, bilingualism & education. London, England: Palgrave Macmillan.
  • González-Howard, M., S. Andersen, and K.M. Pérez. 2021. Enhancing science lessons to support multilingual students’ engagement in science and engineering practices. Science Scope 44(3): 25–31.
  • Haverly, C., A. Calabrese Barton, C. Schwarz, and M. Braaten. 2020. “Making space”: How novice teachers create opportunities for equitable sense-making in elementary science. Journal of Teacher Education 71(1): 63–79.
  • Lippi-Green, R. 2012. English with an accent: Language, ideology, and discrimination in the United States. Milton Park, England: Routledge.
  • Mahoney, K. 2017. The assessment of emergent bilinguals: Supporting English language learners. Bristol, England: Multilingual Matters.
  • National Academies of Sciences, Engineering, and Medicine (NASEM). 2018. English learners in STEM subjects: Transforming classrooms, schools, and lives. Washington, DC: National Academies Press.
  • National Research Council (NRC). 2012. A framework for K–12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
  • Pierson, A.E., D.B. Clark, and C.E. Brady. 2021. Scientific modeling and translanguaging: A multilingual and multimodal approach to support science learning and engagement. Science Education 105(4): 776–813.
  • Poza, L.E. 2018. The language of ciencia: Translanguaging and learning in a bilingual science classroom. International Journal of Bilingual Education and Bilingualism 21(1): 1–19.
  • Sherris, A., and E. Adami. 2019. Making signs, translanguaging ethnographies. Bristol, England: Multilingual Matters.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.