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AbstractLearning content subjects like science requires culturally and linguistically diverse students to learn abstract representations. Previous studies focused on how content teachers can use translanguaging to promote emotional engagement of students with homogenous cultural and linguistic composition. As students in culturally and linguistically diverse classrooms brought different emotive experiences to classrooms, it was important for teachers to leverage semiotic resources to evoke shared memory that reconcile backgrounds of different students. This bridged the gap between students’ lived experiences and learning of abstract content representations. In the current case study involving a seventh-­grade mixed medium of instruction (MMI) science classroom, we examined how a science teacher capitalised on culturally and linguistically diverse students’ shared emotive experiences to translate across different representational levels in science. Drawing on the socio-­cultural concept of perezhivanie, our findings showed that the science teacher leveraged the class’s collective experience of watching the Disney parade and linked it to water molecules moving around dissociated salts in blackboard drawings. We argue for the importance of reconciling lived experiences among students with diverse cultural and linguistic background, in order to facilitate their equitable access to content subjects. [ABSTRACT FROM AUTHOR]

Science education has shifted towards emphasizing science literacy rather than simply memorizing facts. Studies have shown that incorporating writing in science education engages students in higher-order thinking, fosters critical reasoning skills, and deepens subject matter comprehension. However, writing can be particularly challenging for CLD (culturally and linguistically diverse) students due to content-specific vocabulary and distinctive grammatical patterns. This case study explores six CLD students' experiences with writing in a seventh-grade science classroom in the northeastern United States that used invention-based learning (IBL). By incorporating hands-on invention processes, IBL facilitates problem-solving and student-centered learning. The study shows how a writing-to-learn approach in science education can simultaneously support CLD students in developing a scientific understanding of abstract concepts and address the need for science literacy skills. The implications of this study suggest that teachers should integrate writing-to-learn strategies into their science instruction to promote deeper understanding and improve science literacy. By supporting students through productive struggles with writing and providing opportunities to practice scientific language, teachers can help students develop critical thinking skills and better comprehension of scientific concepts. In addition, by connecting hands-on experiences with writing tasks, educators can make science more accessible and engaging for students, particularly those from diverse linguistic and cultural backgrounds. [ABSTRACT FROM AUTHOR]

Teachers have a critical opportunity to decide how to position transnational funds of knowledge of culturally and linguistically diverse (CLD) students. Positioning theory investigates how views of self and others are applied in social interactions. This scoping literature review identified nine studies that used positioning theory to trace the participation of adolescent CLD students in classroom discussions. The review was limited to peer‐reviewed studies set in school and afterschool classes in the United States. The findings provide a variety of real‐world examples of students and teachers negotiating their identities and navigating participatory opportunities. In response to how the findings revealed the far‐reaching influence of the teacher, this article introduces a model illustrating the intersection of two key components of teaching style: teacher beliefs and positioning of transnational funds of knowledge. Four teacher profiles represent four stances: The Culturally Responsive Teacher, The Wide Net, The Silencer, and The Idealist. [ABSTRACT FROM AUTHOR]

Root causes of disproportionality in exclusionary discipline are multiply determined. Teachers' perceptions and implicit biases, enacted within the contexts of schools as racialised organisations, shape how educators interpret and respond to student behaviour. Focusing on the referral phase of the disciplinary process, this systematic review of theoretical frameworks applied in studies on discipline-disparity reduction uncovers how scholars have theorised the impacts of school-based programmes seeking to diminish inequities. We analysed research published between 1990 and 2021 to examine how empirically evaluated programs and their theoretical underpinnings have approached discipline disparities and their alignment with root causes established in the broader literature base. Our findings indicated that studies' conceptual frameworks were commonly at odds with established theory regarding root causes, and we found a notable absence of frameworks related to schools as white, hegemonic spaces. We advocate that researchers apply conceptual frameworks that decentre whiteness, smartness, and goodness in schools. [ABSTRACT FROM AUTHOR]

Confronting the current educational reality involves developing intercultural competence during and after training to produce an impact on educational practices that promote positive classroom interactions with culturally and linguistically diverse students. In this context, this article presents the results of the construction and validation of the Intercultural Competence for Pedagogy Students (ICPE) instrument in a Chilean university. Taking into account the focus of interest, intercultural education in initial teacher training, the validation sample of the survey included 521 students in initial teacher training. This research aimed to establish the goodness of fit of the scale by analyzing the reliability and validity of the construct through confirmatory factor analysis. The scale presented adequate psychometric properties, contributing to the measurement of intercultural competence in initial teacher training to support attention to students in their cultural diversity. [ABSTRACT FROM AUTHOR]

Science education has shifted towards emphasizing science literacy rather than simply memorizing facts. Studies have shown that incorporating writing in science education engages students in higher-order thinking, fosters critical reasoning skills, and deepens subject matter comprehension. However, writing can be particularly challenging for CLD (culturally and linguistically diverse) students due to content-specific vocabulary and distinctive grammatical patterns. This case study explores six CLD students’ experiences with writing in a seventh-grade science classroom in the northeastern United States that used invention-based learning (IBL). By incorporating hands-on invention processes, IBL facilitates problem-solving and student-centered learning. The study shows how a writing-to-learn approach in science education can simultaneously support CLD students in developing a scientific understanding of abstract concepts and address the need for science literacy skills. The implications of this study suggest that teachers should integrate writing-to-learn strategies into their science instruction to promote deeper understanding and improve science literacy. By supporting students through productive struggles with writing and providing opportunities to practice scientific language, teachers can help students develop critical thinking skills and better comprehension of scientific concepts. In addition, by connecting hands-on experiences with writing tasks, educators can make science more accessible and engaging for students, particularly those from diverse linguistic and cultural backgrounds.

The trend of internationalisation of education has resulted in the wider implementation of English Medium Instruction (EMI) programmes in education, especially at the tertiary level. While some of these programmes adopted strict English-dominant policies, others embraced flexible bilingual or multilingual policies to ensure students’ learning and wellbeing. This study explored international graduate students’ learning and languaging experiences in an EMI graduate classroom with flexible multilingual policies in a Korean university. Data included field notes, students’ work and language samples, and focus group interviews with students. Using thematic analysis of qualitative data, the authors reported that students’ experiences with multilingualism as a resource approach were mostly productive since it created third spaces for the participants to deploy their multilingual resources to construct, promote and demonstrate learning in their class reports. Participants also reported increased compassion for each other through collaborative learning and enhanced understanding of both home and new languages during their studies in the graduate programme that was mediated through multiple languages. This study offered implications for EMI practitioners, higher education institutions, and policymakers regarding language planning, language policy, and language support in EMI contexts. [ABSTRACT FROM AUTHOR]

Confronting the current educational reality involves developing intercultural competence during and after training to produce an impact on educational practices that promote positive classroom interactions with culturally and linguistically diverse students. In this context, this article presents the results of the construction and validation of the Intercultural Competence for Pedagogy Students (ICPE) instrument in a Chilean university. Taking into account the focus of interest, intercultural education in initial teacher training, the validation sample of the survey included 521 students in initial teacher training. This research aimed to establish the goodness of fit of the scale by analyzing the reliability and validity of the construct through confirmatory factor analysis. The scale presented adequate psychometric properties, contributing to the measurement of intercultural competence in initial teacher training to support attention to students in their cultural diversity.