Multilingual Learners

Lesson Study with Caregivers as a Resource for a Culturally Sustaining Mathematics Pedagogy for Multilingual Learners

Research has affirmed the importance of asset-based family partnerships, yet it does not often recognize the complementary roles of multilingual caregivers and teachers to enact culturally sustaining mathematics education.

Author/Presenter

Beatriz Quintos

Tarik Buli

Daniela Steflitsch

Melinda Martin-Beltrán

Lead Organization(s)
Year
2025
Short Description

Research has affirmed the importance of asset-based family partnerships, yet it does not often recognize the complementary roles of multilingual caregivers and teachers to enact culturally sustaining mathematics education. Our theoretical framework brings together the perspectives and tools of positioning theory and community solidarity through a lesson study that integrated the participation of caregivers.

Culturally Responsive Mathematics Engagement Through a Family-Inspired Mathematizing Routine

There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area of content, skill acquisition, and positive dispositions in early mathematics. This exploratory qualitative study looked at a mathematical routine, focused on family-provided photos and artifacts, that elicited children’s mathematical and general observations and inquiries and engaged families in mathematical communications.

Author/Presenter

Jennifer M. Suh

Stephanie C. Calabrese

Lead Organization(s)
Year
2025
Short Description

There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area of content, skill acquisition, and positive dispositions in early mathematics. This exploratory qualitative study looked at a mathematical routine, focused on family-provided photos and artifacts, that elicited children’s mathematical and general observations and inquiries and engaged families in mathematical communications.

Culturally Responsive Mathematics Engagement Through a Family-Inspired Mathematizing Routine

There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area of content, skill acquisition, and positive dispositions in early mathematics. This exploratory qualitative study looked at a mathematical routine, focused on family-provided photos and artifacts, that elicited children’s mathematical and general observations and inquiries and engaged families in mathematical communications.

Author/Presenter

Jennifer M. Suh

Stephanie C. Calabrese

Lead Organization(s)
Year
2025
Short Description

There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area of content, skill acquisition, and positive dispositions in early mathematics. This exploratory qualitative study looked at a mathematical routine, focused on family-provided photos and artifacts, that elicited children’s mathematical and general observations and inquiries and engaged families in mathematical communications.

Culturally Responsive Mathematics Engagement Through a Family-Inspired Mathematizing Routine

There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area of content, skill acquisition, and positive dispositions in early mathematics. This exploratory qualitative study looked at a mathematical routine, focused on family-provided photos and artifacts, that elicited children’s mathematical and general observations and inquiries and engaged families in mathematical communications.

Author/Presenter

Jennifer M. Suh

Stephanie C. Calabrese

Lead Organization(s)
Year
2025
Short Description

There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area of content, skill acquisition, and positive dispositions in early mathematics. This exploratory qualitative study looked at a mathematical routine, focused on family-provided photos and artifacts, that elicited children’s mathematical and general observations and inquiries and engaged families in mathematical communications.

Culturally Responsive Mathematics Engagement Through a Family-Inspired Mathematizing Routine

There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area of content, skill acquisition, and positive dispositions in early mathematics. This exploratory qualitative study looked at a mathematical routine, focused on family-provided photos and artifacts, that elicited children’s mathematical and general observations and inquiries and engaged families in mathematical communications.

Author/Presenter

Jennifer M. Suh

Stephanie C. Calabrese

Lead Organization(s)
Year
2025
Short Description

There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area of content, skill acquisition, and positive dispositions in early mathematics. This exploratory qualitative study looked at a mathematical routine, focused on family-provided photos and artifacts, that elicited children’s mathematical and general observations and inquiries and engaged families in mathematical communications.

How Does an Adaptive Dialog Based on Natural Language Processing Impact Students from Distinct Language Backgrounds?

This study takes advantage of advances in Natural Language Processing (NLP) to build an idea detection model that can identify ideas grounded in students’ linguistic experiences. We designed adaptive, interactive dialogs for four explanation items using the NLP idea detection model and investigated whether they similarly support students from distinct language backgrounds. The curriculum, assessments, and scoring rubrics were informed by the Knowledge Integration (KI) pedagogy.

Author/Presenter

Holtman, M., Gerard, L., Li, W., Linn, M.C., Steimel, K., & Riordan, B. 

Year
2023
Short Description

This study takes advantage of advances in Natural Language Processing (NLP) to build an idea detection model that can identify ideas grounded in students’ linguistic experiences.

How Does an Adaptive Dialog Based on Natural Language Processing Impact Students from Distinct Language Backgrounds?

This study takes advantage of advances in Natural Language Processing (NLP) to build an idea detection model that can identify ideas grounded in students’ linguistic experiences. We designed adaptive, interactive dialogs for four explanation items using the NLP idea detection model and investigated whether they similarly support students from distinct language backgrounds. The curriculum, assessments, and scoring rubrics were informed by the Knowledge Integration (KI) pedagogy.

Author/Presenter

Holtman, M., Gerard, L., Li, W., Linn, M.C., Steimel, K., & Riordan, B. 

Year
2023
Short Description

This study takes advantage of advances in Natural Language Processing (NLP) to build an idea detection model that can identify ideas grounded in students’ linguistic experiences.

Development of a Questionnaire on Teachers' Beliefs, Preparedness, and Instructional Practices for Teaching NGSS Science with Multilingual Learners

The limited availability of research instruments that reflect the vision of the Next Generation Science Standards (NGSS) restricts the field's understanding of whether and how teachers are making instructional shifts called for by the standards. The need for such instruments is particularly urgent with teachers of multilingual learners (MLs), who are called on to make shifts in how they think about and enact instruction related to both science and language.

Author/Presenter

Scott E. Grapin

Courtney Plumley

Eric Banilower

Alycia J. Sterenberg Mahon

Laura Craven

Kristen Malzahn

Joan Pasley

Abigail Schwenger

Alison Haas

Okhee Lee

Lead Organization(s)
Year
2024
Short Description

The limited availability of research instruments that reflect the vision of the Next Generation Science Standards (NGSS) restricts the field's understanding of whether and how teachers are making instructional shifts called for by the standards. The need for such instruments is particularly urgent with teachers of multilingual learners (MLs), who are called on to make shifts in how they think about and enact instruction related to both science and language. The purpose of this study was to develop and gather validity evidence for a questionnaire that measures elementary teachers' beliefs, preparedness, and instructional practices for teaching NGSS science with MLs.

Transforming Learning Opportunities in Linguistically Diverse Secondary Classrooms Through Promoting Discussions: Results of an Intervention

This article presents results from a design experiment intended to develop students’ understanding of linear functions and rates of change in a linguistically diverse ninth grade classroom. The intervention focused on fostering classroom discussions. Students’ pre-post assessment gains were higher in the redesigned classrooms than in the pre-intervention classrooms. Additionally, multilingual students who were classified as English Learners (ELs) made larger gains than their non-EL peers, and the majority of student learning gains occurred on conceptually-focused items.

Author/Presenter

William Zahner

Ernesto Daniel Calleros

Lynda Wynn

Kevin Pelaez

Lead Organization(s)
Year
2024
Short Description

This article presents results from a design experiment intended to develop students’ understanding of linear functions and rates of change in a linguistically diverse ninth grade classroom. The intervention focused on fostering classroom discussions.

Responsive Instruction for Emergent Bilingual Learners in Biology (RIEL Biology) Lesson Plans

This resource collection includes lessons for nine different biology themes and content areas: matter and energy transformation, organization and development of living organisms, earth systems and patterns, energy, interdependence, heredity and reproduction, diversity and evolution of living organisms, the practice of science, and integration of knowledge and ideas. It also offers lessons for six different instructional elements: multiple modalities, funds of knowledge, collaboration, affirming identities, sociopolitical consciousness, and attention to language.

Author/Presenter

Julie Brown

Lead Organization(s)
Year
2022
Short Description

This resource collection includes lessons for nine biology themes and content areas: matter and energy transformation, organization and development of living organisms, earth systems and patterns, energy, interdependence, heredity and reproduction, diversity and evolution of living organisms, the practice of science, and integration of knowledge and ideas. It also offers lessons for six different instructional elements: multiple modalities, funds of knowledge, collaboration, affirming identities, sociopolitical consciousness, and attention to language.