Teacher discourse is one way to scaffold instruction for students and is especially important for multilingual learners (MLs). With an ever-growing population of MLs, this topic demands attention. This study takes steps to meet this demand by presenting a language-based approach to content instruction (LACI), a guiding framework comprised of six…

As the vision in "A Framework for K-12 Science Education" and the Next Generation Science Standards (NGSS) takes hold in schools and classrooms, there is an urgent need for teacher professional development (PD) programs that align with NGSS-designed curriculum materials and address the unique strengths and needs of diverse student…

This article explores the development of a guidance document titled the "Framework for Equitable Instruction" (Framework), which aims to support multilingual students' content-area learning and language development. The Framework was developed by WIDA, a national consortium of states, as part of its system of language standards,…

To better understand the factors facilitating or impeding the translation of "promising controversies" (Taylor & Snoddon, 2013, p. 439) of plurilingualism theory into meaningful practices, this article presents a synthesis of 30 empirical studies on plurilingual pedagogy as enacted and experienced by educators and learners in various…