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…

The purpose of this study was to explore translanguaging space as a transformative third space, where alternative and competing discourses are celebrated and where science learning and the development of science's discourse and epistemic practices expand across overlapping boundaries (e.g., home, school, and community). The study focused on Syrian…

The purpose of this study was to find out how teachers use questions in classroom discourse to scaffold student thinking and help students construct scientific knowledge. The study was conducted in large-class settings where the medium of instruction was English although the students were non-native speakers of the language. Six teachers teaching…