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In this conceptual feature article, we explore how our language teacher educator (LTE) identities have been shaped through collaboration around practice-based research as we have engaged in more than a decade of self-study of teacher education practices (S-STEP) work. We consider three key aspects of our collaborative identities: (1) we have a shared identity and purpose as LTE researchers; (2) we also have individual LTE identities and so heterogeneity within our group is a strength; and (3) our shared and individual LTE identities are nested within a mutual community of trust. We have found that all three of these components are necessary to develop and sustain our collaborative work, which has a dual goal of contributing to the field while we strengthen our own practices. It is our hope this article can help guide LTEs who are seeking to develop their identities and expertise and searching for communities in which to do so.

Collaborative teaching models serving secondary multilingual learners designated as English Learners (ELs) have become increasingly prominent but remain understudied. This study draws upon an ecological framework and uses quantitative and qualitative survey findings from a national sample of school districts in the United States to investigate the prevalence and use of collaborative practices. The study examines variations in how collaborative models are structured and implemented, as well as how they vary by district characteristics. Findings suggest that collaborative practices are present in many types of districts but are typically more common in larger, urban districts with higher percentages of EL-designated students. Collaborative practices are more prevalent at middle school (grades 6-8) than high school (grades 9-12) levels but tend to occur across multiple key content areas. In relation to coteaching in particular, findings align with previous research on inequitable status and teaching responsibilities faced by some ESL teachers. District supports for collaboration vary, with professional development more prominent than teacher release time for collaborative planning. Overall, findings indicate that district resources and instructional capacity play important roles in the implementation of collaborative practices, and organizational capacity may influence the status of ESL teachers in these models.

A wooden house frame consists of many different lumber pieces, but because of the regularity of these building blocks, the structure can be designed using straightforward geometrical principles. The design of multicomponent protein assemblies, in comparison, has been much more complex, largely owing to the irregular shapes of protein structures1. Here we describe extendable linear, curved and angled protein building blocks, as well as inter-block interactions, that conform to specified geometric standards; assemblies designed using these blocks inherit their extendability and regular interaction surfaces, enabling them to be expanded or contracted by varying the number of modules, and reinforced with secondary struts. Using X-ray crystallography and electron microscopy, we validate nanomaterial designs ranging from simple polygonal and circular oligomers that can be concentrically nested, up to large polyhedral nanocages and unbounded straight 'train track' assemblies with reconfigurable sizes and geometries that can be readily blueprinted. Because of the complexity of protein structures and sequence-structure relationships, it has not previously been possible to build up large protein assemblies by deliberate placement of protein backbones onto a blank three-dimensional canvas; the simplicity and geometric regularity of our design platform now enables construction of protein nanomaterials according to 'back of an envelope' architectural blueprints.

To explore the ways in which Latinx older siblings support younger siblings during shared reading, researchers investigated the following question with three Latinx families in the U.S.: "How are older siblings modeling and intentionally supporting focal children's cognitive self-regulation in the context of shared reading?" Analyses of video recorded interactions across six visits revealed that older siblings intentionally supported focal children's cognitive self-regulation by fostering autonomy and choice through the use of verbal and nonverbal cues to guide attention, using prosody to engage their sibling, and to initiate reading beyond resistance, and vicarious modeling of metacognitive processes by engaging in self-corrections and demonstrating positive affect during shared reading interactions. Findings highlight the importance of older siblings, particularly sisters, as key figures in the sociocultural context of development for Latinx younger siblings in the U.S.

Molecular systems with coincident cyclic and superhelical symmetry axes have considerable advantages for materials design as they can be readily lengthened or shortened by changing the length of the constituent monomers. Among proteins, alpha-helical coiled coils have such symmetric, extendable architectures, but are limited by the relatively fixed geometry and flexibility of the helical protomers. Here we describe a systematic approach to generating modular and rigid repeat protein oligomers with coincident C2 to C8 and superhelical symmetry axes that can be readily extended by repeat propagation. From these building blocks, we demonstrate that a wide range of unbounded fibres can be systematically designed by introducing hydrophilic surface patches that force staggering of the monomers; the geometry of such fibres can be precisely tuned by varying the number of repeat units in the monomer and the placement of the hydrophilic patches.

Collaboration between English as a Second Language (ESL) and content teachers to support multilingual students designated as English Learners is a growing but complex phenomenon in U.S. schools, and one that has continued to evolve during the pandemic and related disruptions to schooling. We draw upon ecological perspectives on language learning to consider critical questions about the relationships among collaborative practices, equity, systemic capacity, and instructional quality. Such considerations can inform educational practice and better frame empirical explorations of co-teaching and related forms of collaboration.

Several language dichotomies -- particularly the pervasive idea that "academic" language distinctly contrasts with "social" language -- have dominated teachers' thinking and discourse about language-related instructional practices in recent decades. Many researchers now question ramifications that binary thinking about language might have for students, particularly multilingual students and students speaking non-dominant English varieties. Teacher educators are called to challenge dichotomous thinking about language in working with teachers, and our study illuminates some of the difficulties they face in that pursuit. In this practitioner-research study, we present data from online discussions in a graduate-level linguistics in education course, in which 19 in-service teachers seeking ESL endorsements discussed an article critiquing the dichotomy of Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP). Our question was: How do in-service teachers respond to critiques of dichotomous views of language? We used structural and descriptive qualitative coding to locate teachers' exploration of these ideas in their discussions and then examined their rationales. Our findings suggest that most teachers rejected the article's critique and instead defended BICS and CALP alongside other language dichotomies, often linking justifications to their experiences with multilingual students. We offer implications for disrupting this binary thinking through new approaches to recontextualizing teachers' knowledge.

As an international phenomenon, standardization has become increasingly prominent, and language has been curricularized through learning progressions, curricula, and high-stakes assessments. Curricularized systems exist in tension with what we know about how individuals develop language. As scholars have asserted, language development is mediated by students' motivation, investment, and agency, suggesting that learners' goals and purposes for communication are key drivers of language learning. A contradiction therefore exists in institutionalized language teaching: How can curricularized goals--that, by definition, are not created for individual students--be negotiated such that students' own language goals and curricularized ones work together rather than in opposition? We take up recent calls for teacher-informed research and use qualitative case-study and constructivist grounded theory to synthesize insights from a set of US elementary teachers teaching in English-medium classrooms. We engaged in an inquiry-based professional development initiative with these teachers to explore how they address students' purposes and goals for language use in the context of the curricularization that takes place in schools. Findings suggest a complex and interdependent set of instructional practices that form a possible pedagogical model that navigates expectations found in curricularized classroom settings with multilingual students.

This article reports on a mixed method study that investigated the differences in Japanese EFL (English as a foreign language) learners' satisfaction toward two different online teaching formats incorporated in universities during the COVID-19 situation: synchronous online courses (n = 324) and asynchronous on-demand courses (n = 323). Applying the items of the previously developed online satisfaction scale in the literature of online learning to EFL learning contexts, this study examined learner satisfaction from three main factors, "engaged learning," "agency," and "assessment," as a quantitative inquiry. According to the Mann-Whitney U test, there were significantly higher results of "engaged learning" and "assessment" in synchronous online courses than in asynchronous ondemand courses, indicating a higher level of learner satisfaction in synchronous online courses. In addition, based on the qualitative text-mining analysis of learner comments on their perceptions of the online courses they had taken, findings suggest that synchronous online courses accounted for higher percentages of positive comments compared to those in the asynchronous on-demand courses. This study shows that synchronous online teaching ensured higher satisfaction among Japanese EFL learners than asynchronous on-demand courses.

Burkina Faso is a landlocked country within the meningitis belt of sub-Saharan Africa that experiences hyperendemic bacterial meningitis and an elevated risk for recurrent meningitis outbreaks (1). Commonly characterized by [...]

The development of compact fiber-based light sources emitting over a wide wavelength range in the mid-infrared and their application to the detection of greenhouse gases and volatile organic compounds still remain of critical interest. In the present work, we make use of several dedicated infrared fibers for implementing a mid-infrared optical device pumped by a thulium doped-fiber laser around 1.965 μm that simultaneously enables a first nonlinear stage of frequency conversion and supercontinuum generation and a second linear stage of gas absorption spectroscopy. As a proof-of-principle, we carry out mid-infrared supercontinuum absorption spectroscopy of methane around 7.7 μm by means of a hollow-core fiber-based gas cell combined to a commercial Fourier-transform infrared spectrometer. Our all-fiber configuration operating in the femtosecond regime at megahertz repetition rate allows the detection of methane concentrations as low as 20 ppm.

Optical fibers, long an enabling technology for telecommunications, are proving to play a central role in a growing number of modern applications, starting from high speed broad band internet to medical surgery and entering across the entire spectrum of scientific, military, industrial and commercial applications. Specialty optical fibers either special waveguide structure or novel material composition becomes heart of all fiber based advanced photonics devices and components. This rapidly evolving field calls on the expertise and skills of a broad set of different disciplines: materials science, ceramic engineering, optics, electrical engineering, physics, polymer chemistry, and several others. This roadmap on specialty optical fibers addresses different technologies and application areas. It is constituted by fourteen contributions authored by world-leading experts, providing insight into the current state-of-the-art and the challenges their respective fields face. Some articles address the area of multimode fibers, including the nonlinear effects occurring in them. Several other articles are dedicated to doped, plastic, and soft-glass fibers. Large mode area fibers, hollow-core fibers, and nanostructured fibers are also described in different sections. The use of some of such fibers for optical amplification and to realize several kinds of optical sources—including lasers, single photon sources and supercontinuum sources—is described in some other sections. Different approaches to satisfy applications at visible, infrared and terahertz spectra regions are also discussed. Throughout the roadmap there is an attempt to foresee and to suggest future directions in this particularly dynamic area of optical fiber technology.

Background: The Uganda Ministry of Health (MoH) and implementing partners instituted an infection prevention and control (IPC) response strategy during the Uganda SVD outbreak in 2022 that involved rapid enhancement of screening capacity at HCFs. Rapid scale-up of screening for infectious diseases, such as SVD, is critical for early identification and triage of suspected or confirmed cases in HCFs. We describe the rapid deployment of a multimodal IPC strategy implemented in response to the SVD outbreak and the resulting impact on screening measures at HCFs. Methods: We implemented a multimodal IPC strategy in HCFs from five high risk districts to improve screening practices from November 2022–January 2023. The strategy included training health workers (HCWs) identified as IPC mentors; establishing screening areas; and providing screening supplies and communication materials. The three-day training utilized an MoH standardized training package with didactic and practice sessions. The mentors then cascaded screening information and skills to other HCWs through onsite trainings and mentorships and established screening areas. Baseline and endline (3 months after baseline) cross-sectional assessments were conducted using the MoH IPC Assessment Tool adapted from the WHO Ebola IPC Scorecard. The five main screening parameters assessed included presence of ≥ 1 meter distance between screener and the person screened, availability of a functional handwashing facility and infrared thermometer, correct record of each person’s temperature, and appropriate referral process for those suspected of having SVD to holding areas. IPC capacity was measured through the summation of each of these parameter results and calculated as an overall percentage. IBM SPSS Statistics 20 software was used for data analysis and a paired t-test done to determine any significant findings between mean scores (percentage) at baseline and endpoint. Results: A total of 296 IPC mentors were trained, screening information was cascaded to 3,899 HCWs, and screening areas were established in 1,135 HCFs. Based on the screening results from the MoH IPC assessment tool, capacity improved from 44% (SD=37) at baseline to 67% (SD=34) at endpoint. Screening capacity improved from baseline to endpoint among level II and public HCFs from 33% (SD=35) to 60% (SD=35) (p < 0 .05) and from 54% (SD=38) to 76% (SD=31) (p < 0 .05), respectively. Conclusion: Rapid implementation of a multimodal IPC strategy was successful in enhancing screening capacity across Uganda’s HCFs during a SVD response, which is critical for early identification of infected patients to interrupt transmission. This multimodal approach should be recommended for future response actions.

Abstract While direct cell transplantation holds great promise in treating many debilitating diseases, poor cell survival and engraftment following injection have limited effective clinical translation. Though injectable biomaterials offer protection against membrane‐damaging extensional flow and supply a supportive 3D environment in vivo that ultimately improves cell retention and therapeutic costs, most are created from synthetic or naturally harvested polymers that are immunogenic and/or chemically ill‐defined. This work presents a shear‐thinning and self‐healing telechelic recombinant protein‐based hydrogel designed around XTEN – a well‐expressible, non‐immunogenic, and intrinsically disordered polypeptide previously evolved as a genetically encoded alternative to PEGylation to “eXTENd” the in vivo half‐life of fused protein therapeutics. By flanking XTEN with self‐associating coil domains derived from cartilage oligomeric matrix protein, single‐component physically crosslinked hydrogels exhibiting rapid shear thinning and self‐healing through homopentameric coiled‐coil bundling are formed. Individual and combined point mutations that variably stabilize coil association enables a straightforward method to genetically program material viscoelasticity and biodegradability. Finally, these materials protect and sustain viability of encapsulated human fibroblasts, hepatocytes, embryonic kidney (HEK), and embryonic stem‐cell‐derived cardiomyocytes (hESC‐CMs) through culture, injection, and transcutaneous implantation in mice. These injectable XTEN‐based hydrogels show promise for both in vitro cell culture and in vivo cell transplantation applications.

In this study, we examine how adolescents in a dual-language program negotiate intersectional identities through interaction, while engaged in small-group exploratory talk around the task of a collaborative-writing project. We recognize that while dual-language settings can help adolescents build relationships with ethnolinguistically different peers who might be otherwise tracked into separate classrooms, dual-language spaces, nested within a larger racialized U.S. system, also have potential to reify marginalized identities. Using a microethnographic lens, we examine how students in an extra-curricular high school dual-language Spanish-English program negotiate intersectional identities while engaging in small-group work to write a bilingual book to share with elementary students. We found that the small-group setting was a space where students negotiated both marginalized and privileged identities, sometimes related to language and other times related to a host of other factors. We consider how talking directly with adolescents about the roles that might be placed on them as participants in dual-language programs can enlist them in the work of creating dual-language spaces that validate the various identities students seek to take up.

Children from Latinx families bring rich and varied literacy practices and cultural models to their classrooms. When teachers are able to recognize these assets, they have opportunities to make their teaching more responsive and engaging. One way to learn about these assets is through relationship-building, assets-framed home visits. In this article, we remind teachers of the exciting breadth of family literacy practices, particularly with regard to Latinx families and children. We provide guidance for home visits that center and honor families, build relationships, and inform teachers. We conclude with suggestions for translating what teachers learn into richer literacy instruction.

Abstract Adaptative objects based on shape-memory materials are expected to significantly impact numerous technological sectors including optics and photonics. In this work, we demonstrate the manufacturing of shape-memory optical fibers from the thermal stretching of additively manufactured preforms. First, we show how standard commercially-available thermoplastics can be used to produce long continuously-structured microfilaments with shape-memory abilities. Shape recovery as well as programmability performances of such elongated objects are assessed. Next, we open the way for light-guiding multicomponent fiber architectures that are able to switch from temporary configurations back to user-defined programmed shapes. In particular, we show that distinct designs of fabricated optical fibers can maintain efficient light transmission upon completion of multiple temperature-triggered bending/straightening cycles. Such fibers are also programmed into more complex shapes including coils or near 180 ° curvatures for delivering laser light around obstacles. Finally, a shape-memory exposed-core fiber is employed in fiber evanescent wave spectroscopy experiments to optimize the performance of the sensing scheme. We strongly expect that such actuatable fibers with light-guiding abilities will trigger exciting progress of unprecedented smart devices in the areas of photonics, electronics, or robotics.

Abstract De novo protein design methods can create proteins with folds not yet seen in nature. These methods largely focus on optimizing the compatibility between the designed sequence and the intended conformation, without explicit consideration of protein folding pathways. Deeply knotted proteins, whose topologies may introduce substantial barriers to folding, thus represent an interesting test case for protein design. Here we report our attempts to design proteins with trefoil (31) and pentafoil (51) knotted topologies. We extended previously described algorithms for tandem repeat protein design in order to construct deeply knotted backbones and matching designed repeat sequences (N = 3 repeats for the trefoil and N = 5 for the pentafoil). We confirmed the intended conformation for the trefoil design by X ray crystallography, and we report here on this protein’s structure, stability, and folding behaviour. The pentafoil design misfolded into an asymmetric structure (despite a 5-fold symmetric sequence); two of the four repeat-repeat units matched the designed backbone while the other two diverged to form local contacts, leading to a trefoil rather than pentafoil knotted topology. Our results also provide insights into the folding of knotted proteins.