The Next Generation Science Standards (NGSS) call for students to exhibit an in-depth understanding of scientific inquiry practices, including direct observation, creative design thinking, and argumentation based on evidential learning. To support academic equity for multilingual learners, these new expectations require reconceptualization of…

School has become a high-stakes environment for K-12 English language learners (ELLs) who are increasingly taught in mainstream classes where they are expected to meet grade-appropriate standards developed for fluent English speakers and where they must demonstrate achievement through standardized tests in English. The mainstreaming of ELLs, along…

This paper describes research on dialogue between teachers and pupils during primary school science lessons, using talk from two classrooms to provide our examples. We consider whether teachers use dialogue to make education a cumulative, continuing process for guiding the development of children's understanding. Case studies of two teachers,…

CD-ROM affordances are explored in this article through participation in classroom interaction. CD-ROMs for shared reading of animated stories and language work were introduced to all Malaysian primary schools in 2003 for the Year 1 English Literacy Hour. We present classroom interaction extracts that show how the same CD-ROMs offer different…

The Training and Development Agency for Schools (TDA), responsible for teacher training in England, requires all trainees to be prepared for the teaching of English as an additional language (EAL). This study investigated newly qualified teachers' (NQTs) continuing training needs in relation to the standards set by the TDA. One hundred and thirty…

Classroom research has largely focused on an "instructional discourse" in local classroom contexts where teachers and students interact about subject knowledge. Few studies have been conducted, however, to examine "regulative discourse", which is the precondition for the transmission of subject knowledge. In this article,…

In this paper I argue that an understanding of the role of language and literacy in learning disciplinary content should be a key component of the pedagogical content knowledge covered in the preparation of high school teachers. I identify three components of this "literacy pedagogical content knowledge" (LPCK): knowledge about how…

Universities that lack significant racial or ethnic diversity present challenges to teaching multiculturalism, particularly in linguistics. This article presents ideas from a service-learning curriculum designed to teach university students about diversity through a community-based partnership to provide tutors in English as a second language…