References
- Castek, J., Manderino, M., Smith, B. E., & Shen, J. (2017). Scaffolding digital literacies for disciplinary learning: Adolescents collaboratively composing multimodal science fictions. Journal of Adolescent & Adult Literacy, 61(1), 85–90.
- Cummins, J. (2005). Teaching for cross-language transfer in dual language education: Possibilities and pitfalls. Paper presented at TESOL Symposium on Dual Language Education: Teaching and Learning Two Languages in the EFL Setting. Istanbul, Turkey: Bogazici University. Retrieved from http://www.achievementseminars.com/seminar_series_2005_2006/readings/tesol.turkey.pdf
- Fernandes, A., Kahn, L. H., & Civil, M. (2017). A closer look at bilingual students’ use of multimodality in the context of an area comparison problem from a large-scale assessment. Educational Studies in Mathematics, 95(3), 263–282. doi:https://doi.org/10.1007/s10649-017-9748-5
- Gouin, F. (1892). The art of teaching and studying languages. ( V. Bétis & H. Swan, Trans.). (2nd ed.). Guoin, London: George Philip & Son.
- Grapin, S. (2019). Multimodality in the new content standards era: Implications for English learners. Tesol Quarterly, 53(1), 30–55.
- Hussar, B., Zhang, J., Hein, S., Wang, K., Roberts, A., Cui, J., … Dilig, R. (2020). The condition of education 2020 (NCES 2020-144). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020144
- Mejia, J. A., Villanueva, I., & Revelo, R. A. Mejia, J. (2022, in Press). Legitimized tongues: Breaking the traditions of silence in mainstream engineering education and research. Journal of Women and Minorities in Science and Engineering. doi: https://doi.org/10.1615/JWomenMinorScienEng.2021032729
- Olivares-Orellana, E. (2020). More than an English language learner: Testimonios of immigrant high school students. Bilingual Research Journal, 43(1), 71–91. doi:https://doi.org/10.1080/15235882.2019.1711463
- Ovando, C. J., & Combs, M. C. (2018). Bilingual and ESL classrooms: Teaching in multicultural contexts (6th ed.). Lanham, MD: Rowman & Littlefield.
- Quigley, C. F., Herro, D., & Jamil, F. M. (2017). Developing a conceptual model of STEAM teaching practices. School Science and Mathematics, 117(1–2), 1–12. doi:https://doi.org/10.1111/ssm.12201
- Ryan, E. (2021). The impact of home literacy on bilingual vocabulary development. Bilingual Research Journal, 44(1), 108–123. doi:https://doi.org/10.1080/15235882.2021.1905105
- Smith, B. E., Pacheco, M. B., & Khorosheva, M. (2021). Emergent bilingual students and digital multimodal composition: A systematic review of research in secondary classrooms. Reading Research Quarterly, 56(1), 33–52. doi:https://doi.org/10.1002/rrq.298
- Takeuchi, M. (2015). The situated multiliteracies approach to classroom participation: English language learners’ participation in classroom mathematics practices. Journal of Language, Identity & Education, 14(3), 159–178. doi:https://doi.org/10.1080/15348458.2015.1041341
- Yuen, T. T., Bonner, E. P., Arreguin-Anderson, M. G., Campbell, A. E., & Trevisan, M. S. (2018). (Under) represented Latin@ s in STEM: Increasing participation throughout education and the workplace. New York, NY: Peter Lang Inc.
- Zang, J., & Batalova, J. (2015) The limited English proficient population in the United States in 2013. Migration Policy Institute. Retrieved from https://www.migrationpolicy.org/article/limited-english-proficient-population-united-states-2013