Scott Grapin
Biographic Data
| ID | 4627895 |
|---|---|
| NAME | Scott Grapin |
| GIVEN NAMES | Scott |
| FAMILY NAME | Grapin |
| SIGNATURE | GRAPIN S |
| AFFILIATIONS | University of Miami |
| ORCID | 0000-0002-3809-5741 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 27 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
English Learners and Subject Area Tests
School achievement is typically measured through student performance on subject area tests, which are informed by content standards. Tests in subject areas such as math, science, and English language arts are often given to students at the end of each school year, and the scores are used to make academic decisions for students in subsequent grades. However, these tests are likely to present a unique set of challenges for English Learners (ELs), w…
Teacher Professional Learning to Promote Science and Language Integration With Multilingual Learners
Contemporary science instruction guided by the Next Generation Science Standards (NGSS) requires instructional shifts, driving an urgent need for curriculum‐based professional development (PD). This urgency is compounded by the growing population of multilingual learners (MLs), necessitating PD that effectively integrates science and language learning. While NGSS‐based PD programs are emerging, few studies have examined the impacts of such progra…
Beliefs about multimodality with English learners and their peers in the content areas
A substantial body of research highlights the promise of multimodal instruction and assessment for English learners (ELs) in the content areas. However, realizing this promise will likely require that teachers develop beliefs conducive to enacting multimodal pedagogies in their classrooms. This sequential mixed methods study employed the researcher-developed Beliefs about Multimodality in Instruction and Assessment with English Learners (BAMIA-EL…
Translanguaging in US K–12 science and engineering education
Research on translanguaging in science and engineering education has grown rapidly. Studies carried out across diverse contexts converge in their commitment to fostering equity in science and engineering learning for linguistically marginalized learners. However, the rapid growth of this research area has exposed different approaches to conceptualizing “equity” itself. The purpose of this review of literature was to examine what equity approaches…
STEM Education With a Focus on Equity and Justice
The disproportionate impacts of societal challenges (e.g., climate change, air and water pollution) on minoritized groups expose systemic injustices and compels STEM educators to reframe the role of STEM education in society. In this article, we describe traditional approaches, contemporary approaches, and our proposed future approach in science and STEM education with a focus on equity and justice. First, we begin with conceptual framing for equ…
Justice‐centered STEM education with multilingual learners to address societal challenges
We propose a conceptual framework for STEM education that is centered around justice for minoritized groups. Justice‐centered STEM education engages all students in multiple STEM subjects, including data science and computer science, to explain and design solutions to societal challenges disproportionately impacting minoritized groups. We articulate the affordances of justice‐centered STEM education for one minoritized student group that has been…
Thorny issues with academic language
The Complex Terrain of Equity for Multilingual Learners in K–12 Education
The field of multilingual learner education has become increasingly complex, with longstanding efforts focused on promoting access to multilingual learners being criticized for failing to transform systems responsible for these students’ marginalization. This essay brings clarity to the complex terrain of equity for multilingual learners in K–12 education by highlighting how conceptions of equity as access and as transformation underpin vexing is…
Multilingual learners' epistemologies in practice in the context of computational modeling in an elementary science classroom
The Next Generation Science Standards (NGSS) have spurred renewed interest in the epistemologies that students adopt as they engage in science practices. One framework for characterizing students' epistemologies is the epistemologies in practice framework (Berland et al. (2016), Journal of Research in Science Teaching , 53(7), 1082–1112), which focuses on students' meaningful use of four epistemic considerations: Nature, Generality, Justification…
“I relate everything in my life to music”
The role of phenomena and problems in science and STEM education
What the “periphery” can teach the “core” in the education of multilingual learners
The contributors to this special issue make a compelling case for paying greater attention to multilingual learners (MLs) in ”peripheral“ (i.e., beyond the ”core”) educational settings, including in art, drama, museum, career and technical, and world language education. In this commentary, I build on and extend their argument by proposing that a focus on the periphery has the potential not only to shine a light on settings that have received less…
Disciplinary Practices with Multilingual Learners in the Content Areas
Contemporary conceptions of content learning that emphasize disciplinary practices offer opportunities to see and hear multilingual learners’ (MLs’) participation in new ways. However, research on disciplinary practices with MLs has primarily targeted those practices traditionally considered language intensive, such as explanation and argumentation. As this research expands to disciplinary practices less familiar to language educators, it may ben…
Wida English Language Development Standards Framework, 2020 Edition
In December 2020, the WIDA Consortium released the WIDA English Language Development Standards Framework, 2020 Edition . In the coming years, the 2020 Edition will be implemented across 36 states, the District of Columbia, and four territories and agencies in the US. The 2020 Edition also arrives at a time when the field of TESOL is grappling with multiple theoretical perspectives on how to provide an equitable education to the nation’s fast‐grow…
Dynamic Assessment of English Learners in the Content Areas
Dynamic assessment (DA) seeks to understand learners’ abilities that are still developing by embedding mediation (i.e., contingent forms of assistance) into the assessment process. To date, DA studies have been carried out primarily in contexts focused on language learning. However, in content classrooms (e.g., science, math), English learners (ELs) are developing content and English language proficiency simultaneously and may therefore be able t…
Toward asset‐oriented and definitionally clear terminology
Multimodal Teaching and Learning
This entry provides a broad overview of research on teaching and learning from a multimodal perspective. The first section outlines some fundamental assumptions of multimodality. The second and third sections describe how teaching and learning in the classroom are realized through a range of modes. Given the increasing diversity of the student population, the final section addresses implications of a multimodal perspective for teaching and learni…
Toward an integrative framework for understanding multimodal L2 writing in the content areas
Linguistic Dimensions of Toefl iBT Essays Compared With Successful Student Disciplinary Writing in the University
Multimodality in the New Content Standards Era
New content standards in English language arts and literacy, mathematics, and science expect all students, including English learners ( EL s), to use multiple modes beyond language. Traditionally, conceptualizations of multimodality in EL education and the content areas have differed considerably. To acknowledge and begin confronting these differences, the author proposes weak and strong versions of multimodality. Whereas the weak version privile…
Multimodality in the New Content Standards Era
New content standards in English language arts and literacy, mathematics, and science expect all students, including English learners ( EL s), to use multiple modes beyond language. Traditionally, conceptualizations of multimodality in EL education and the content areas have differed considerably. To acknowledge and begin confronting these differences, the author proposes weak and strong versions of multimodality. Whereas the weak version privile…
The Complex Terrain of Equity for Multilingual Learners in K–12 Education
The field of multilingual learner education has become increasingly complex, with longstanding efforts focused on promoting access to multilingual learners being criticized for failing to transform systems responsible for these students’ marginalization. This essay brings clarity to the complex terrain of equity for multilingual learners in K–12 education by highlighting how conceptions of equity as access and as transformation underpin vexing is…
Disciplinary Practices with Multilingual Learners in the Content Areas
Contemporary conceptions of content learning that emphasize disciplinary practices offer opportunities to see and hear multilingual learners’ (MLs’) participation in new ways. However, research on disciplinary practices with MLs has primarily targeted those practices traditionally considered language intensive, such as explanation and argumentation. As this research expands to disciplinary practices less familiar to language educators, it may ben…
Dynamic Assessment of English Learners in the Content Areas
Dynamic assessment (DA) seeks to understand learners’ abilities that are still developing by embedding mediation (i.e., contingent forms of assistance) into the assessment process. To date, DA studies have been carried out primarily in contexts focused on language learning. However, in content classrooms (e.g., science, math), English learners (ELs) are developing content and English language proficiency simultaneously and may therefore be able t…
Justice‐centered STEM education with multilingual learners to address societal challenges
We propose a conceptual framework for STEM education that is centered around justice for minoritized groups. Justice‐centered STEM education engages all students in multiple STEM subjects, including data science and computer science, to explain and design solutions to societal challenges disproportionately impacting minoritized groups. We articulate the affordances of justice‐centered STEM education for one minoritized student group that has been…
Wida English Language Development Standards Framework, 2020 Edition
In December 2020, the WIDA Consortium released the WIDA English Language Development Standards Framework, 2020 Edition . In the coming years, the 2020 Edition will be implemented across 36 states, the District of Columbia, and four territories and agencies in the US. The 2020 Edition also arrives at a time when the field of TESOL is grappling with multiple theoretical perspectives on how to provide an equitable education to the nation’s fast‐grow…
Multimodality in the New Content Standards Era
New content standards in English language arts and literacy, mathematics, and science expect all students, including English learners ( EL s), to use multiple modes beyond language. Traditionally, conceptualizations of multimodality in EL education and the content areas have differed considerably. To acknowledge and begin confronting these differences, the author proposes weak and strong versions of multimodality. Whereas the weak version privile…
Multimodal Teaching and Learning
This entry provides a broad overview of research on teaching and learning from a multimodal perspective. The first section outlines some fundamental assumptions of multimodality. The second and third sections describe how teaching and learning in the classroom are realized through a range of modes. Given the increasing diversity of the student population, the final section addresses implications of a multimodal perspective for teaching and learni…
Toward an integrative framework for understanding multimodal L2 writing in the content areas
Linguistic Dimensions of Toefl iBT Essays Compared With Successful Student Disciplinary Writing in the University
Toward asset‐oriented and definitionally clear terminology
“I relate everything in my life to music”
The role of phenomena and problems in science and STEM education
What the “periphery” can teach the “core” in the education of multilingual learners
The contributors to this special issue make a compelling case for paying greater attention to multilingual learners (MLs) in ”peripheral“ (i.e., beyond the ”core”) educational settings, including in art, drama, museum, career and technical, and world language education. In this commentary, I build on and extend their argument by proposing that a focus on the periphery has the potential not only to shine a light on settings that have received less…
Disciplinary Practices with Multilingual Learners in the Content Areas
Contemporary conceptions of content learning that emphasize disciplinary practices offer opportunities to see and hear multilingual learners’ (MLs’) participation in new ways. However, research on disciplinary practices with MLs has primarily targeted those practices traditionally considered language intensive, such as explanation and argumentation. As this research expands to disciplinary practices less familiar to language educators, it may ben…
Wida English Language Development Standards Framework, 2020 Edition
In December 2020, the WIDA Consortium released the WIDA English Language Development Standards Framework, 2020 Edition . In the coming years, the 2020 Edition will be implemented across 36 states, the District of Columbia, and four territories and agencies in the US. The 2020 Edition also arrives at a time when the field of TESOL is grappling with multiple theoretical perspectives on how to provide an equitable education to the nation’s fast‐grow…
Dynamic Assessment of English Learners in the Content Areas
Dynamic assessment (DA) seeks to understand learners’ abilities that are still developing by embedding mediation (i.e., contingent forms of assistance) into the assessment process. To date, DA studies have been carried out primarily in contexts focused on language learning. However, in content classrooms (e.g., science, math), English learners (ELs) are developing content and English language proficiency simultaneously and may therefore be able t…
Multilingual learners' epistemologies in practice in the context of computational modeling in an elementary science classroom
The Next Generation Science Standards (NGSS) have spurred renewed interest in the epistemologies that students adopt as they engage in science practices. One framework for characterizing students' epistemologies is the epistemologies in practice framework (Berland et al. (2016), Journal of Research in Science Teaching , 53(7), 1082–1112), which focuses on students' meaningful use of four epistemic considerations: Nature, Generality, Justification…
Thorny issues with academic language
The Complex Terrain of Equity for Multilingual Learners in K–12 Education
The field of multilingual learner education has become increasingly complex, with longstanding efforts focused on promoting access to multilingual learners being criticized for failing to transform systems responsible for these students’ marginalization. This essay brings clarity to the complex terrain of equity for multilingual learners in K–12 education by highlighting how conceptions of equity as access and as transformation underpin vexing is…
Beliefs about multimodality with English learners and their peers in the content areas
A substantial body of research highlights the promise of multimodal instruction and assessment for English learners (ELs) in the content areas. However, realizing this promise will likely require that teachers develop beliefs conducive to enacting multimodal pedagogies in their classrooms. This sequential mixed methods study employed the researcher-developed Beliefs about Multimodality in Instruction and Assessment with English Learners (BAMIA-EL…
Translanguaging in US K–12 science and engineering education
Research on translanguaging in science and engineering education has grown rapidly. Studies carried out across diverse contexts converge in their commitment to fostering equity in science and engineering learning for linguistically marginalized learners. However, the rapid growth of this research area has exposed different approaches to conceptualizing “equity” itself. The purpose of this review of literature was to examine what equity approaches…
STEM Education With a Focus on Equity and Justice
The disproportionate impacts of societal challenges (e.g., climate change, air and water pollution) on minoritized groups expose systemic injustices and compels STEM educators to reframe the role of STEM education in society. In this article, we describe traditional approaches, contemporary approaches, and our proposed future approach in science and STEM education with a focus on equity and justice. First, we begin with conceptual framing for equ…
Justice‐centered STEM education with multilingual learners to address societal challenges
We propose a conceptual framework for STEM education that is centered around justice for minoritized groups. Justice‐centered STEM education engages all students in multiple STEM subjects, including data science and computer science, to explain and design solutions to societal challenges disproportionately impacting minoritized groups. We articulate the affordances of justice‐centered STEM education for one minoritized student group that has been…
English Learners and Subject Area Tests
School achievement is typically measured through student performance on subject area tests, which are informed by content standards. Tests in subject areas such as math, science, and English language arts are often given to students at the end of each school year, and the scores are used to make academic decisions for students in subsequent grades. However, these tests are likely to present a unique set of challenges for English Learners (ELs), w…
Teacher Professional Learning to Promote Science and Language Integration With Multilingual Learners
Contemporary science instruction guided by the Next Generation Science Standards (NGSS) requires instructional shifts, driving an urgent need for curriculum‐based professional development (PD). This urgency is compounded by the growing population of multilingual learners (MLs), necessitating PD that effectively integrates science and language learning. While NGSS‐based PD programs are emerging, few studies have examined the impacts of such progra…
Sociology (15 works) · Psychology (14 works) · Mathematics education (13 works) · Pedagogy (11 works) · Computer Science (9 works) · Second Language Learning and Teaching (9 works) · EFL/ESL Teaching and Learning (7 works) · Linguistics (7 works) · Multilingual Education and Policy (7 works) · Science education (7 works)