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Tessa L. Arsenault; Sarah R. Powell; Sarah G. King – Reading and Writing: An Interdisciplinary Journal, 2025
In the last decade, researchers have focused more on how to provide instructional supports for mathematics writing (Powell et al., 2017). In this synthesis, we examined 22 studies about mathematics writing to determine the overall mathematics-writing and mathematics outcomes of mathematics-writing instruction, the mathematics-writing and…
Descriptors: Mathematics Education, Content Area Writing, Synthesis, Elementary School Mathematics
Qi Si; Jee K. Suh; Jale Ercan-Dursun; Brian Hand; Gavin W. Fulmer – International Journal of Science Education, 2025
Language is a fundamental tool for learning science. This study highlights the importance of teacher knowledge in utilising language as a tool for knowledge generation in the classrooms. This case study examines elementary teachers' development of declarative, procedural, and epistemic knowledge related to using language, particularly focusing on…
Descriptors: Elementary School Teachers, Epistemology, Knowledge Level, Elementary School Science
Kongji Qin; Jordan Wolf; Lorena Llosa – TESOL Journal, 2025
Research indicates that dialogic teaching promotes students content understanding, learning engagement, and democratic participation in classroom discussion. However, dialogic teaching is often misconstrued as a challenge for multilingual learners because there is a tendency to view them as lacking English language proficiency for sustained…
Descriptors: Teaching Methods, Culturally Relevant Education, Multilingualism, Classroom Communication
George C. Bunch – Intercultural Education, 2025
Access to core subject-area curriculum for students from immigrant backgrounds who are learning the dominant language of instruction has long been a barrier to equitable education around the world, especially in secondary schools. This article explores the promise of Complex Instruction (CI) to address barriers to access for such multilingual…
Descriptors: Teaching Methods, Difficulty Level, Multilingualism, Core Curriculum
Jennifer Blitz – Office of English Language Acquisition, US Department of Education, 2025
As with all learners, English learners (ELs) require more than basic reading and writing skills to successfully engage with rigorous academic content, progress through school, and be fully prepared for postsecondary education and careers. ELs must be able to access grade-level content while simultaneously developing proficiency and autonomy in…
Descriptors: Evidence Based Practice, English Learners, Personal Autonomy, Language Proficiency