Research on Theory of Mind explores how we develop the capacity to understand that others have thoughts and feelings that differ from our own and how we are compelled to "read" them. However, a preponderance of evidence from the cognitive humanities and cognitive neurosciences tells us that our readings are often misguided or just plain…

This article drew on the recent dynamic, distributed view of "translanguaging and flows" and the New Materiality view of meaning making to explore content and language integrated learning (CLIL) activities in an English-Medium-Instruction (EMI) secondary Science classroom. Fine-grained analysis of the multilingual and multimodal…

Purpose: This study aimed to explore "why and how" the teachers' personal funds of knowledge and identity are connected to their classroom beliefs, knowledge, and practices. Design/methodology/approach: The study lasted one academic year (October 2021 - July 2022). We used multiple data sources, including semi-structured individual…

Instructor Talk--the noncontent language used by an instructor during class time--is likely to influence learning environments in science classrooms from the student perspective. Despite Instructor Talk being found in every science course thus far, investigations into student perceptions and memories of it are limited. We investigated to what…

This paper uses an assignment given to the authors' preservice teachers to address and push back against common arguments used to uphold canonical text selection in secondary ELA classrooms. Using the metaphor of canon defense as empire building first made by Toni Morrison in the canon debates of the 1980s, the authors examine the weaknesses in…

In science classrooms, the epistemic practices of explanation building and argumentation often extend over multiple episodes of talk during a single lesson or across several lessons. Analyzing this kind of discourse requires a way to identify patterns that emerge over time to better understand student participation and how teachers support…

In this article, I present a meaning-making trajectory of a teacher-class dialogue on digital, dynamic, geometric-functional tasks in an Icelandic upper-secondary classroom of low-attaining students. Learning is seen from a dialogical perspective, as taking up a more mathematical discourse, which here revolves in particular around the language of…

The purpose of this research study is to compare the effects of digital, dialogic and traditional reading on children's language development aged 48-66 months. Fifty-six randomly selected children enrolled in three different classrooms in a public preschool in Turkey participated in the study. The three classrooms were again randomly assigned as…

In this empirical study, we analyse how five-year-old children are socialised into particular interpretive practices indicative of a literate mind. The data come from translation activities where children with their teacher listen to and then talk about how to understand the lyrics to a popular children's song. The setting is a Finnish-Swedish…

This study presents an analysis of teacher discursive moves (TDMs) that aid students in altering their thinking and talking systems. The participants were a science who handled the immersion inquiry activities. The primary data source was the video recorded in the classroom. This video-based data was analyzed through systematic observation in two…

This study sought to analyse, using the Mathematics Discourse in Instruction framework, teachers' explanatory talk when introducing standard units of length in standard 4 in Malawi. The study analysed teachers' use of content and pedagogical practices for introducing standard units of length and how that made the concept of standard units of…

This study explored the science learning experiences of elementary English Language Learners (ELLs) in a fourth-grade mainstream science classroom in an urban setting. Informed by ethnographic research and case study design, this study interrogated the celebrated and marginalized practices within common classroom procedures and what…

For years, the teaching of content-based academic language to multilingual learners has focused on formulas, vocabulary lists, and sentence patterns--often sidelining students' linguistic and cultural strengths. Gisela Ernst-Slavit and Margo Gottlieb address these challenges by embracing academic "languaging," an active, collaborative…

While research suggests that interactive pedagogy drawing on students' ideas can improve learning outcomes, it has been found difficult to change mathematics classroom practice in this direction. The reasons for this difficulty remain poorly understood, hindering change at scale. This article focuses on the under-researched normative aspect of…

Navigating contradiction represents an integral part of the teaching process. While educational literature has discussed the paradoxes that teachers experience in the classroom, minimal empirical research has analyzed the strategies teachers employ to address these paradoxes. Using relational dialectics as a theoretical framework for understanding…