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Beyond the Science of Reading: How Bilingual Teachers Mediate Foundational Reading Pedagogies
16 references·0 citing·46 second hop
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(2012)The Primacy of Science in Communicating Advances in the Science of Reading (2021)COVID-19 Pandemic and Student Reading Achievement: Findings From a School Panel Study (2022)Effectiveness of Interventions that Foster Reading Motivation: a Meta-analysis (2023)Regimes of language : ideologies, polities, and identities (2000)Bilingual education in the 21st century: a global perspective (2010)Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education (2015)Assessment of English Learners and Their Peers in the Content Areas: Expanding What “Counts” as Evidence of Content Learning (2022)No such thing as the real world: Confronting ideology through critical translingual professional development (2023)Expansive assessment of expansive abilities: Teachers’ perspectives and practices with multimodal and translanguaged content assessments (2024)Literacy: Reading the Word and the World. (1988)Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms (1992)Unsettling race and language: Toward a raciolinguistic perspective (2017)Representing transition experiences: A multimodal critical discourse analysis of young immigrants in children's literature (2022)An anti-racist English education (2024)Social in/justice and the deficit foundations of oracy (2024)Clarifying translanguaging and deconstructing named languages: A perspective from linguistics (2015)Cultivating Critical Translingual Awareness: Challenges and Possibilities for Teachers and Teacher Educators (2022)Translanguaging as a space of simultaneity: Theorizing translanguaging pedagogies in English medium schools from a spatial perspective (2023)Unravelling the deficit ideologies in English language education in Pakistan: A decolonial perspective (2024)Ways with Words (1983)English-medium teachers as policymakers through critical translingual literacy instruction (2024)Translanguaging and early childhood literacy: Themes and possibilities for theory, pedagogy, and policy (2024)Chapter 3 : Identity as an Analytic Lens for Research in Education (2000)What video games have to teach us about learning and literacy (2003)Discourse (2005)Considering roles of executive functions in the science of reading: A meta-analysis highlighting promises and challenges of reading-specific executive functions (2024)
this work references cited by second hop

References

  • 1996A Pedagogy of Multiliteracies: Designing Social Futures5,568 cited
  • 2021The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading530 cited
  • 2017The intersectional gap: how bilingual students in the United States are excluded from inclusion91 cited
  • 2021Always at the Bottom: Ideologies in Assessment of Emergent Bilinguals83 cited
  • 2018Translating Theory to Practice: Exploring Teachers’ Raciolinguistic Literacies in Secondary English Classrooms80 cited
  • 2021Translanguaging to Understand Language64 cited
  • 2022Enacting a critical translingual approach in teacher preparation: Disrupting oppressive language ideologies and fostering the personal, political, and pedagogical stances of preservice teachers of English62 cited
  • 2023Evaluating components of the active view of reading as intervention targets: Implications for social justice.40 cited
  • 2023Reconditioning a New Linguistic Normal for Children’s Classrooms through Critical Translingual Literacies26 cited
  • 2021A Transraciolinguistic Approach for Literacy Classrooms23 cited
  • 2020Translanguaging and Early Childhood Education in the USA: Insights from the CUNY-NYSIEB Project21 cited
  • 2021Translanguaging as Norm: Rejecting Narrow and Restrictive Notions of Reading19 cited
  • 2020Bringing Bilingualism to the Center of Guided Reading Instruction15 cited

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2021
Teaching (Bi)Multilingual Learners: Connecting Languages
14 cited
  • 2024Toward a Multilingual Perspective on Reading: Aligning Emergent Bilinguals' Resources with Theories of Reading and Implications for Instruction13 cited
  • 2024Mending the intersectional gap: Supporting emergent multilinguals labeled as disabled through translanguaging and Universal Design for Learning10 cited
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