Asset‐oriented framing of science and language learning with multilingual learners
Bibliographic Data
| ID | 21353807 |
|---|---|
| Authors | Okhwa Lee (0000-0003-3551-1583, Department of Teaching and Learning, Steinhardt School of Culture, Education, and Human Development New York University New York New York United States of America, corresponding author) |
| Year | 2021 |
| Volume | 58 |
| Issue | 7 |
| Pages | 1073-1079 |
| Publication date | 2021-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Science Teaching (JOURNAL) |
| Journal identifiers | ISSN: 0022-4308 • E-ISSN: 1098-2736 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tea.21694 |
| OpenAlex | W3171206720 |
| Language | EN |
| Citations received | 25 |
| References cited | 22 |
Citation · Framing (construction) · Library science · Mathematics education · Sociology · Computer Science · EFL/ESL Teaching and Learning · Engineering · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
How a marine debris environmental education program plays to strengths of linguistically diverse learners
The role of language in students’ justifications of chemical phenomena
Translanguaging in elementary science
‘Swirling' around translanguaging spaces of nature of science in multilingual classrooms
“Unleashing the Potential Within”
From Testing to Teaching
Making Learning Personally Relevant
English language proficiency standards aligned with content standards
Examining preservice science teachers' implementation of language‐ and literacy‐integrated science through a cultural historical activity theory lens
Teacher professional development programs integrating science and language with multilingual learners
Countering science as White property through linguistic justice
Multilingual learners' epistemologies in practice in the context of computational modeling in an elementary science classroom
‘ Yes, and … ’ role construction in the DLI Spanish science classroom
Exploring bilingual and dual language teachers’ perspectives on asset-based professional development in science and engineering
Broadening what counts as science
A systematic review of research on translanguaging in STEM education
Translanguaging practices in global K‐12 science education settings
Reclassification and Multilingual Learners' Science Achievement
Development of a questionnaire on teachers' beliefs, preparedness, and instructional practices for teaching NGSS science with multilingual learners
Recontextualization in Multilingual Science Teacher Professional Learning
When a monolingual science teacher and multilingual girls engage in science sensemaking through translanguaging
Bilingual, Black, Indigenous, and People of Color teacher candidates' translanguaging selves
Justice‐centered STEM education with multilingual learners to address societal challenges
Syrian refugee youths' science learning in a “dialogic” third space
Savviness of sixth graders
Increasing Young Low‐Income Children’s Oral Vocabulary Repertoires through Rich and Focused Instruction
Next generation sheltered instruction to support multilingual learners in secondary science classrooms
Retiring the term English language learners
The Language of Ideas and the Language of Display
Latin@s and the Intergenerational Continuity of Spanish
Multimodality in the New Content Standards Era
A New Academic Word List
On the Failure of Readability Formulas to Define Readable Texts
English Learners in STEM Subjects
Culturally Sustaining Pedagogy
English Language Proficiency Standards Aligned With Content Standards
Reflecting on the Cognitive-Social Debate in Second Language Acquisition
Science and Language for English Language Learners in Relation to Next Generation Science Standards and with Implications for Common Core State Standards for English Language Arts and Mathematics
| Unique citing works | 25 |
|---|---|
| Citations per year | 6.25 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 25 |