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From “academic language” to the “language of ideas”: a disciplinary perspective on using language in K-12 settings
16 references·16 citing·42 second hopsampled
From “academic language” to the “language of ideas”: a disciplinary perspective on using language in K-12 settings (2020)From “academic language” to the “language…Unsettling race and language: Toward a raciolinguistic perspective (2017)Unsettling race and language:…Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education (2015)Undoing Appropriateness: Raci…Understanding Second Language Acquisition (2014)Understanding Second Language…The Challenge of Academic Language (2010)The Challenge of Academic Lan…Language Is a Complex Adaptive System: Position Paper (2009)Language Is a Complex Adaptiv…Teaching Disciplinary Literacy to Adolescents: Rethinking Content- Area Literacy (2008)Teaching Disciplinary Literac…Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change (2008)Foregrounding the Disciplines…The "Academic Literacies" Model: Theory and Applications (2006)The "Academic Literacies" Mod…The Language of Schooling (2004)The Language of SchoolingThe Ecology and Semiotics of Language Learning (2004)The Ecology and Semiotics of …Educational Leadership (2003)Educational LeadershipCultural Ways of Learning: Individual Traits or Repertoires of Practice (2003)Cultural Ways of Learning: In…Language, Power and Pedagogy (2000)Language, Power and PedagogyReading for Understanding: Toward an R&D Program in Reading Comprehension (1998)Reading for Understanding: To…The Handbook of education and human development: new models of learning, teaching and schooling (1997)The Handbook of education and…On the Reading of Historical Texts: Notes on the Breach Between School and Academy (1991)On the Reading of Historical …Asset‐Based Pedagogies With Multilingual Learners in Content Areas: Weak and Strong Versions (2026)Asset‐Based Pedagogies With M…From everyday language to disciplinary discourse: Culturally and linguistically sustaining dialogic instruction with multilingual learners (2025)From everyday language to dis…Evidence-based teaching interventions for emergent multilingual students in high school science classrooms: a literature review (2025)Evidence-based teaching inter…Challenging Dominant Conceptions of “Academic Language”: Preservice Teachers' Shifting Orientations in One Teacher Preparation Course (2025)Challenging Dominant Concepti…Thorny issues with academic language: A perspective from scientific practice (2024)Thorny issues with academic l…Linguistically responsive teacher identity construction through reflections on sociocultural pedagogical practices: Collaborating with secondary content area teachers of emergent bilinguals (2024)Linguistically responsive tea…Culturally and linguistically responsive pedagogy: Examining teachers' conceptualizations of affirmative instructional practices for multilingual learners (2024)Culturally and linguistically…African American Language in science education: A translanguaging perspective (2024)African American Language in …“It's Just a Hot Mess”: Supporting Teacher Praxis to Challenge Barriers for Multilingual Learners (2024)“It's Just a Hot Mess”: Suppo…The Complex Terrain of Equity for Multilingual Learners in K–12 Education (2023)The Complex Terrain of Equity…Moving beyond language dichotomies in the education of multilingual students: recontextualizing teacher resistance (2023)Moving beyond language dichot…Culturally Responsive Practices or Assimilation? Views and Practices on Linguistic Diversity of Community College Instructors Working with Multilingual Learners (2023)Culturally Responsive Practic…Beyond sentence frames: Scaffolding emergent multilingual students' participation in science discourse (2023)Beyond sentence frames: Scaff…When teachers take notice of the schoolscape: a Q method study of teacher perception of schoolscape of Indigenous Tribal Minority (ITM) schools of Chhattisgarh, India (2022)When teachers take notice of …WIDA English Language Development Standards Framework, 2020 Edition: Key Shifts and Emerging Tensions (2021)WIDA English Language Develop…Equitable education and the language ideological work of academic language (Introduction to special issue on academic language) (2021)Equitable education and the l…Distributed cognitions : psychological and educational considerations (1997)The cultural nature of human development (2003)“Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory (2007)The Cultural Nature of Human Development (2007)Culturally Sustaining Pedagogy (2012)What Are We Seeking to Sustain Through Culturally Sustaining Pedagogy? 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this work references cited by second hop· second hop is a sample of the most-cited connections

References

  • 2003Educational Leadership4,288 cited
  • 2000Language, Power and Pedagogy3,182 cited
  • 2015Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education2,822 cited
  • 2003Cultural Ways of Learning: Individual Traits or Repertoires of Practice2,156 cited
  • 1998Reading for Understanding: Toward an R&D Program in Reading Comprehension1,814 cited
  • 2017Unsettling race and language: Toward a raciolinguistic perspective1,613 cited
  • 2014Understanding Second Language Acquisition1,602 cited
  • 2008Teaching Disciplinary Literacy to Adolescents: Rethinking Content- Area Literacy1,567 cited
  • 2004The Ecology and Semiotics of Language Learning1,355 cited
  • 2004The Language of Schooling1,238 cited
  • 2006The "Academic Literacies" Model: Theory and Applications1,221 cited
  • 2009Language Is a Complex Adaptive System: Position Paper1,150 cited
  • 2008Foregrounding the Disciplines in Secondary Literacy Teaching and Learning: A Call for Change785 cited
  • 1991On the Reading of Historical Texts: Notes on the Breach Between School and Academy783 cited
  • 2010The Challenge of Academic Language692 cited

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1997
The Handbook of education and human development: new models of learning, teaching and schooling
667 cited

Cited by

  • 2023Beyond sentence frames: Scaffolding emergent multilingual students' participation in science discourse22 cited
  • 2021WIDA English Language Development Standards Framework, 2020 Edition: Key Shifts and Emerging Tensions20 cited
  • 2024Culturally and linguistically responsive pedagogy: Examining teachers' conceptualizations of affirmative instructional practices for multilingual learners18 cited
  • 2023The Complex Terrain of Equity for Multilingual Learners in K–12 Education16 cited
  • 2023Moving beyond language dichotomies in the education of multilingual students: recontextualizing teacher resistance12 cited
  • 2024Thorny issues with academic language: A perspective from scientific practice10 cited
  • 2022When teachers take notice of the schoolscape: a Q method study of teacher perception of schoolscape of Indigenous Tribal Minority (ITM) schools of Chhattisgarh, India10 cited
  • 2024Linguistically responsive teacher identity construction through reflections on sociocultural pedagogical practices: Collaborating with secondary content area teachers of emergent bilinguals9 cited
  • 2025Evidence-based teaching interventions for emergent multilingual students in high school science classrooms: a literature review8 cited
  • 2024“It's Just a Hot Mess”: Supporting Teacher Praxis to Challenge Barriers for Multilingual Learners8 cited
  • 2021Equitable education and the language ideological work of academic language (Introduction to special issue on academic language)8 cited
  • 2024African American Language in science education: A translanguaging perspective7 cited
  • 2025From everyday language to disciplinary discourse: Culturally and linguistically sustaining dialogic instruction with multilingual learners7 cited
  • 2023Culturally Responsive Practices or Assimilation? Views and Practices on Linguistic Diversity of Community College Instructors Working with Multilingual Learners3 cited
  • 2025Challenging Dominant Conceptions of “Academic Language”: Preservice Teachers' Shifting Orientations in One Teacher Preparation Course2 cited
  • 2026Asset‐Based Pedagogies With Multilingual Learners in Content Areas: Weak and Strong Versions2 cited