Recent research has focused on innovative instructional shifts that aim to expand what constitutes science and engineering practices, exploring also how they can build on students' diverse language resources in science learning. However, few studies explore the intersections of elementary teacher preparation and the implementation of science and…

While discourse markers (DMs) are crucial for coherence and interactional competence, previous research suggests that learners' usage of DMs differs from L1 speakers. Prior research has taken either a discourse-functional or interactional approach, yet combining these two methods may provide greater understanding of the unique learner…

Multilingual youth, from nondominant communities, are often denied critical opportunities for engagement in robust sensemaking due to deficit-based perspectives and linguistic hierarchies. To advance equity, it is important to recognize all youth as epistemic agents and facilitate opportunities to take on intellectual positions. Drawing on…

Despite the worldwide prevalence of multilingualism, the knowledge of the relationship between domain-general cognitive control and multilingual language control remains scant. Here we provide new insights into this issue by examining systematically how different components of inhibitory control (i.e., response inhibition and interference…

Translanguaging in classrooms opens spaces for multilingual students to engage in learning across the full range of their linguistic repertoire. We argue that one result of translanguaging pedagogy is that it can transform the talk-for-learning in the classroom and create a corriente or flow of ideas that is more free and less constrained than…