标题/作者	年份
Multimodality in Language Education--Implications for Teaching. P Magnusson, AL Godhe Designs for Learning 11 (1), 127-137	2019
Handbook of research on science education, volume II NG Lederman, SK Abell Routledge	2014
Science and language integration with English learners: A conceptual framework guiding instructional materials development O Lee, L Llosa, S Grapin, A Haas, M Goggins Science Education 103 (2), 317-337	2019
Emergent bilingual students and digital multimodal composition: A systematic review of research in secondary classrooms BE Smith, MB Pacheco, M Khorosheva Reading Research Quarterly 56 (1), 33-52	2021
English language proficiency standards aligned with content standards O Lee Educational Researcher 47 (5), 317-327	2018
Multimodal assignments in higher education: Implications for multimodal writing tasks for L2 writers J Lim, C Polio Journal of Second Language Writing 47, 100713	2020
“Estoy Explorando Science”: Emergent bilingual students problematizing electrical phenomena through translanguaging E Suarez Science Education 104 (5), 791-826	2020
Teacher engagement with digital multimodal composing in a Chinese tertiary EFL curriculum L Jiang, S Yu, Y Zhao Language Teaching Research 25 (4), 613-632	2021
Rethinking text sets to support knowledge building and interdisciplinary learning SM Lupo, A Berry, E Thacker, A Sawyer, J Merritt The Reading Teacher 73 (4), 513-524	2020
Scientific modeling and translanguaging: A multilingual and multimodal approach to support science learning and engagement AE Pierson, DB Clark, CE Brady Science Education 105 (4), 776-813	2021
Precision: Toward a meaning-centered view of language use with English learners in the content areas SE Grapin, L Llosa, A Haas, M Goggins, O Lee Linguistics and Education 50, 71-83	2019
Aligning English language proficiency standards with content standards: Shared opportunity and responsibility across English learner education and content areas O Lee Educational Researcher 48 (8), 534-542	2019
Toward an integrative framework for understanding multimodal L2 writing in the content areas SE Grapin, L Llosa Journal of Second Language Writing 47, 100711	2020
Developing instructional materials aligned to the next generation science standards for all students, including English learners A Haas, R Januszyk, SE Grapin, M Goggins, L Llosa, O Lee Journal of Science Teacher Education 32 (7), 735-756	2021
Rethinking instructional strategies with English learners in the content areas SE Grapin, L Llosa, A Haas, O Lee TESOL journal 12 (2), e557	2021
How fifth-grade English learners engage in systems thinking using computational models A Haas, SE Grapin, D Wendel, L Llosa, O Lee Systems 8 (4), 47	2020
Inquiry-based pedagogies, multimodalities, and multilingualism: Opportunities and challenges in supporting English learner success M Early, M Kendrick Canadian Modern Language Review 76 (2), 139-154	2020
Expanding opportunities for systems thinking, conceptual learning, and participation through embodied and computational modeling AE Pierson, CE Brady Systems 8 (4), 48	2020
Communicating about science and engineering practices and the nature of science: An exploration of American Sign Language resources P Enderle, S Cohen, J Scott Journal of Research in Science teaching 57 (6), 968-995	2020
Asset‐oriented framing of science and language learning with multilingual learners O Lee Journal of Research in Science Teaching 58 (7), 1073-1079	2021

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