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 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 study explores the ways in which young second language learners in an intact fourth-grade content and language integrated (CLIL) science class drew on the affordances of multiple semiotic resources including language, images, sound, movement, etc., to construct disciplinary knowledge in the context of a multimodal project on machines. After…

A persistent issue exists in Kazakh higher education institutions regarding the nonsystematic approach to teaching grammar. Although some believe that grammar is acquired automatically, thus requiring no separate study, this sentiment may not be entirely accurate. Knowledge may sometimes be presented in an unsystematic manner, lacking structure…

Content-language integration has been perceived to be an effective approach in second and foreign language learning. However, it can be challenging to implement in content classes, especially in science classrooms. Researchers have suggested using tasks and games to help design diverse opportunities for language and content learning; in…

English is being used as a medium of instruction (EMI) for delivering science lessons in China. This study investigated Chinese high school international programme students' perceptions of and attitudes towards EMI, particularly about their perceived difficulties and support in learning. A questionnaire with Likert-type items, student group…

As the vision in "A Framework for K-12 Science Education" and the Next Generation Science Standards (NGSS) takes hold in schools and classrooms, there is an urgent need for teacher professional development (PD) programs that align with NGSS-designed curriculum materials and address the unique strengths and needs of diverse student…

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…

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…

The development of subject-specific word lists to assist EFL learners is becoming popular, as is the utilization of CLIL to teach English in academic areas of science. The purpose of this research was to investigate the effects of the instruction of English Science Textbooks Word Lists (ESTWL) and the CLIL approach on the Science Vocabulary…

Past research has often shown a lack of student output in English medium instruction (EMI) classes (e.g., An et al., 2021; Lo & Macaro, 2012) and this study seeks to identify possible reasons. Guided by literature on wait time (Rowe, 1986) and teacher higher-order thinking questions (Chin, 2007), this study explores whether these two…

This practical resource takes educators through a planning process--from selecting standards to designing learning activities--that weaves together language, literacy, and science in ways that are responsive to emergent bilinguals. Drawing on extensive and current research, the authors show how secondary educators can use students' own language…

In teaching newcomer students, educators must envision how to provide opportunities for language use and development through age-appropriate content instruction. This article describes a design research study, in which we developed and piloted 5th grade science units and studied the participation of two newcomer students in sense-making…

The objective of this study was to identify the impact of implementing English as a medium of instruction (EMI) drawing upon Content and Language Integrated Learning (CLIL) methodology in science for pre-service teachers. Lecturers specialized in modern languages and science education collaborated to design and implement the CLIL-izing EMI…

In this design-based study, a flipped learning approach using audio-visual resources as prelearning activities was examined in grades 6, 7, and 9 with four teachers and 65 students over one school year. The purpose of this study was to explore the implementation of a technology-enhanced pedagogy in science, math, and social studies. The…