In this investigation we propose new machine learning methods for automated scoring models that predict the vocabulary acquisition in science and social studies of second grade English language learners, based upon free-form spoken responses. We evaluate performance on an existing dataset and use transfer learning from a large pre-trained language…

Since the "Next Generation Science Standards" (NGSS) were released, K-12 science teachers have been figuring out how to extend related learning opportunities to all students, including multilingual learners (MLLs) who are new to speaking English. Elementary schools often prioritize math and English language arts, the subjects that are…

In this paper, we examine how researchers and teachers in a multi-year professional development program shifted their conceptualizations of equity. Following (Grapin et al (2023) Sci Educ 107:999-1032), we ground our analysis in two conceptualizations of equity that exist across fields: equity-as-access (learners should have access to disciplinary…

This study explores multilingual study guidance (MSG) teachers design for learning and the potential of immersive and interactive Virtual Reality (VR) technology to support students' development of disciplinary knowledge through multilingual conceptual learning. Part of a co-design research project, the study draws on two teachers' didactical…

This article illustrates how science teachers can build upon the spatial repertoire within sheltered English instruction to support multilingual learners (MLs). Specifically, this work explores how multiple modalities within a secondary marine biology classroom can be leveraged for instruction to support language and content learning, as well as…

Our study examines the scaffolding strategies employed by secondary biology teachers to support multilingual learners (MLs) in engaging with Science and Engineering Practices (SEPs). Rooted in sociocultural theory, we focus on the integration of academic language in disciplinary practices. Data from video-recorded observations of 12 secondary…

The article proves that formation of foreign-language communicative competence is one of the core objectives of teaching Russian as a foreign language. The author proves that foreign-language communicative competence is a complex construct which includes linguistic, substantive, and pragmatic competences. Preparatory departments are to create an…

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…

This research explores how primary school teachers use games to enhance pupils' learning and development of conceptual knowledge. The study employs an illustrative case study design; data was collected through interviews with thirty (30) teachers who were selected using purposive sampling technique. Twenty teachers had some knowledge of game-based…

This investigation examined the approaches bilingual education elementary teachers implemented to develop student science and English language understanding. In this investigation, teachers used Proficiency Level Descriptors (PLDs) to assess bilingual-ELs' (BLs) English writing understanding. Teacher interviews, student writing samples, and the…

The discipline of science provides rich opportunities for language development as students engage collaboratively to investigate and make sense of compelling phenomena. Drawing from a design research study conducted in fifth grade classrooms, we describe how teachers can support emergent multilingual students' participation in science discourse.…

This research seeks to understand how secondary science students make space for themselves in the classroom. Specifically, this study examines the interplay between classroom structures and students' agentic negotiations while identifying the relationship between students' enacted agency and their authored science identities by drawing from a…

Engaging students in talking science in the classroom is key to their successful learning and the basis for more advanced practices such as developing critical thinking skills. Talking science, however, is challenging to many students who do not get to speak their mother tongue in the classroom. Although studies conducted in multilingual contexts…

This paper presents a comprehensive analysis of the Academic Literacy (ACLT) course at the University of Kelaniya, aiming to identify areas for improvement and provide evidence-based recommendations. The study employs a mixed-method approach, utilizing questionnaires and semi-structured interviews to gather data from both undergraduate students…

Background: English language learners (ELLs) are dramatically increasing in U.S. schools: by 2025, 25% of public school students will be ELLs (NEA, 2018). In one teacher education program in the Southeastern U.S., all students earning teacher certification must complete a course in second language methodology. This study seeks to understand…