Culturally sustaining systemic functional linguistics praxis in science classrooms

References

• Agee, J. 1998. “Confronting Issues of Race and Power in the Culture of Schools.” In Being Responsive to Cultural Differences, edited by M. Dilworth, 21–38. Washington, DC: Corwin Press.
   Google Scholar
• Amos, Y. T. 2010. “‘They Don’t Want to Get It!’ Interaction between Minority and White Pre-Service Teachers in a Multicultural Education Class.” Multicultural Education (4): 31–37.
   Google Scholar
• Bang, M., and D. Medin. 2010. “Cultural Processes in Science Education: Supporting the Navigation of Multiple Epistemologies.” Science Education 94 (6): 1008–1026. doi:10.1002/sce.20392.
   Web of Science ®Google Scholar
• Bunch, G. C. 2013. “Pedagogical Language Knowledge: Preparing Mainstream Teachers for English Learners in the New Standards Era.” Review of Research in Education 37 (1): 298–341. doi:10.3102/0091732X12461772.
   Web of Science ®Google Scholar
• Buxton, C., M. Allexsaht-Snider, S. Kayumova, R. Aghasaleh, Y. Choi, and A. Cohen. 2015. “Teacher Agency and Professional Learning: Rethinking Fidelity of Implementation as Multiplicities of Enactment.” Journal of Research in Science Teaching 52 (4): 489–502. doi:10.1002/tea.21223.
   Web of Science ®Google Scholar
• Buxton, C., R. Harman, L. Cardozo-Gaibisso, L. Jiang, K. Bui, and M. Allexsaht-Snider. 2019. “Understanding Science and Language Connections: New Approaches to Assessment With Bilingual Learners.” Research in Science Education 49 (4): 977–988. doi:10.1007/s11165-019-9846-8.
   Web of Science ®Google Scholar
• Cardozo Gaibisso, L., M. Allexsaht-Snider, and C. Buxton. 2017. “Curriculum in Motion for English Language Learners in Science: Teachers Supporting Newcomer Unaccompanied Youth.” In Teaching Science to English Language Learners: Preparing Pre-Service and in-Service Teachers, edited by L. de Oliveira and K. Campbell Wilcox, 7–29. New York, NY: Springer.
   Google Scholar
• Cardozo-Gaibisso, L., and R. Harman. 2019. “Preparing in-Service Teachers to Work With Linguistically and Culturally Diverse Youth: Lessons Learned and Challenges Ahead.” In Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners, edited by G. Onchwari and J. Keengwe, 361–377. Hershey, PA: IGI Global. 10.4018/978-1-5225-8283-0.ch018.
   Google Scholar
• Cardozo-Gaibisso, L., S. Kim, C. Buxton, and A. Cohen. 2019. “Thinking Beyond the Score: Multidimensional Analysis of Student Performance to Inform the Next Generation of Science Assessments.” Journal of Research in Science Teaching 1–23. doi:10.1002/tea.21611.
   Web of Science ®Google Scholar
• Christie, F. 2005. Language Education in the Primary Years. Sydney, Australia: UNSW Press.
   Google Scholar
• Derewianka, B., and P. Jones. 2016. Teaching Language in Context. 2nd ed. South Melbourne, AU: Oxford University Press.
   Google Scholar
• Fang, Z., and M. J. Schleppegrell. 2008. Reading in Secondary Content Areas: A Language-Based Pedagogy. Ann Arbor, MI: University of Michigan Press.
   Google Scholar
• Fang, Z., M. J. Schleppegrell, J. Moore, C. A. Stone, E. R. Silliman, B. J. Ehren, and G. P. Wallach. 2014. “The Linguistic Challenges of Learning across Academic Disciplines.” In Handbook of Language and Literacy: Development and Disorders, edited by C. A. Stone, E. R. Silliman, B. J. Ehren, and G. P. Wallach, 302–322. New York, NY: Guilford Press.
   Google Scholar
• Fergus, E. 2017. “The Integration Project among White Teachers and Racial/Ethnic Minority Youth: Understanding Bias in School Practice.” Theory into Practice 56 (3): 169–177. doi:10.1080/00405841.2017.1336036.
   Web of Science ®Google Scholar
• Flores, N., and J. L. Schissel. 2014. “Dynamic Bilingualism as the Norm: Envisioning a Heteroglossic Approach to Standards-Based Reform.” TESOL Quarterly 48 (3): 454–479. doi:10.1002/tesq.182.
   Web of Science ®Google Scholar
• Gebhard, M. 2019. Teaching and Researching ELLs’ Disciplinary Literacies: Systemic Functional Linguistics in Action in the Context of US school Reform. New York, NY: Routledge.
   Google Scholar
• Gibbons, P. 2006. Bridging Discourses in the ESL Classroom: Students, Teachers and Researchers. London, UK: A&C Black.
   Google Scholar
• Gibbons, P. 2009. English Learners, Academic Literacy and Thinking: Learning in the Challenge Zone. Portsmouth, NH: Heinemann.
   Google Scholar
• González, N., L. C. Moll, and C. Amanti. 2006. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. Mahwah, NJ: Routledge.
   Google Scholar
• Hakuta, K., M. Santos, and Z. Fang. 2013. “Challenges and Opportunities for Language Learning in the Context of the CCSS and the NGSS.” Journal of Adolescent & Adult Literacy 56 (6): 451–454. doi:10.1002/JAAL.164.
   Web of Science ®Google Scholar
• Harman, R., and K. Burke. 2020. Culturally Sustaining SFL Praxis: Embodied Inquiry with Multilingual Youth. New York, NY: Routledge
   Google Scholar
• Harman, R., and N. Khote. 2018. “Critical SFL Praxis with Immigrant Youth: Multilingual Meaning Making Practices.” Critical Inquiry in Language Studies 15 (1): 63–83. doi:10.1080/15427587.2017.1318663.
   Google Scholar
• Herbel-Eisenmann, B. 2004. “An Examination of Textbook “Voice”: How Might Discursive Choice Undermine 862 Some Goals of the Reform?” In Proceedings of the Twenty-Sixth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, edited by D. E. McDougall and J. A. Ross, 862–870. Toronto, Canada: OISE/UT.
   Google Scholar
• Jakobson, B., and M. Axelsson. 2017. “Building a Web in Science Instruction: Using Multiple Resources in a Swedish Multilingual Middle School Class.” Language and Education 31 (6): 479–494. doi:10.1080/09500782.2017.1344701.
   Web of Science ®Google Scholar
• Khote, N. 2018. “Translanguaging in Systemic Functional Linguistics: A Culturally Sustaining Pedagogy for Writing in Secondary Schools.” In Bilingual Learners and Social Equity: Critical Approaches to Systemic Functional Linguistics, edited by R. Harman, 153–178. New York, NY: Springer.
   Google Scholar
• Kuhn, D. 2005. Education for Thinking. Cambridge, MA: Harvard University Press.
   Google Scholar
• Larsson, P. 2018. “We’re Talking about Mobility:” Discourse Strategies for Promoting Disciplinary Knowledge and Language in Educational Contexts.” Linguistics and Education 48: 61–75.
   Web of Science ®Google Scholar
• Latour, B., and S. Woolgar. 2013. Laboratory Life: The Construction of Scientific Facts. Princeton, NJ: Princeton University Press.
   Google Scholar
• Lee, O. 2018. “English Language Proficiency Standards Aligned with Content Standards.” Educational Researcher 47 (5): 317–327. doi:10.3102/0013189X18763775.
   Web of Science ®Google Scholar
• Lyon, E., S. Tolbert, J. Solis, T. Stoddart, and G. Bunch. 2016. Secondary Science Teaching for English Learners: Developing Supportive and Responsive Learning Contexts for Sense-Making and Language Development. New York, NY: Rowman & Littlefield.
   Google Scholar
• MacDonald, R., E. Miller, and S. Lord. 2017. “Doing and Talking Science: Engaging ELs in the Discourse of the Science and Engineering Practices.” In Science Teacher Preparation in Content-Based Second Language Acquisition, edited by A. Oliveira and M. Weinburgh, 179–197. Dordrecht, NL: Springer.
   Google Scholar
• Maton, K. 2013. “Making Semantic Waves: A Key to Cumulative Knowledge-Building.” Linguistics and Education 24 (1): 8–22. doi:10.1016/j.linged.2012.11.005.
   Web of Science ®Google Scholar
• National Academies of Sciences, Engineering, and Medicine. 2018. English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives. Washington, DC: The National Academies Press.
   Google Scholar
• NGSS Lead States. 2013. Next Generation Science Standards: For States, by States. Washington, DC: The National Academies Press.
   Google Scholar
• Paris, D. 2012. “Culturally Sustaining Pedagogy: A Needed Change in Stance, Terminology, and Practice.” Educational Researcher 41 (3): 93–97. doi:10.3102/0013189X12441244.
   Web of Science ®Google Scholar
• Paris, D., and H. S. Alim, eds. 2017. Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World. New York, NY: Teachers College Press.
   Google Scholar
• Ravitch, D. 2013. Reign of Error: The Hoax of the Privatization Movement and the Danger to America’s Public Schools. New York, NY: Vintage.
   Google Scholar
• Rodriguez, A. J. 2015. “What about a Dimension of Engagement, Equity, and Diversity Practices? A Critique of the Next Generation Science Standards.” Journal of Research in Science Teaching 52 (7): 1031–1051. doi:10.1002/tea.21232.
   Web of Science ®Google Scholar
• Samura, M. 2017. “A Tale of Two Settings: Rethinking Methods and Approaches for Diversity Research.” Humboldt Journal of Social Relations 39: 43–50.
   Google Scholar
• Sharma, A., and C. A. Buxton. 2015. “Human–Nature Relationships in School Science: A Critical Discourse Analysis of a Middle-Grade Science Textbook.” Science Education 99 (2): 260–281. doi:10.1002/sce.21147.
   Web of Science ®Google Scholar
• Siffrinn, N., and R. Harman. 2019. “Toward an Embodied Systemic Functional Linguistics.” TESOL Quarterly 53 (4): 1162–1173. doi:10.1002/tesq.516.
   Web of Science ®Google Scholar
• Stage, E. K., H. Asturias, T. Cheuk, P. A. Daro, and S. B. Hampton. 2013. “Opportunities and Challenges in Next Generation Standards.” Science (New York, NY) 340 (6130): 276–277. doi:10.1126/science.1234011.
   Google Scholar
• Stanley, W. B., and N. W. Brickhouse. 1994. “Multiculturalism, Universalism, and Science Education.” Science Education 78 (4): 387–398. doi:10.1002/sce.3730780405.
   Web of Science ®Google Scholar
• Tolbert, S. 2015. “Because They Want to Teach You about Their Culture”: Analyzing Effective Mentoring Conversations between Culturally Responsible Mentors and Secondary Science Teachers of Indigenous Students in Mainstream Schools.” Journal of Research in Science Teaching 52 (10): 1325–1361. doi:10.1002/tea.21240.
   Web of Science ®Google Scholar
• Van Horne, K., and P. Bell. 2017. “Youth Disciplinary Identification during Participation in Contemporary Project-Based Science Investigations in School.” Journal of the Learning Sciences 26 (3): 437–476. doi:10.1080/10508406.2017.1330689.
   Web of Science ®Google Scholar
• Vazquez Dominguez, M., M. Allexsaht-Snider, and C. Buxton. 2018. “Connecting Soccer to Middle School Science: Latino Students’ Passion in Learning.” Journal of Latinos and Education 17 (3): 225–237. doi:10.1080/15348431.2017.1319368.
   Web of Science ®Google Scholar
• Zygouris-Coe, V. 2012. “Disciplinary Literacy and the Common Core State Standards.” Topics in Language Disorders 32 (1): 35–50.
   Web of Science ®Google Scholar