Supporting Multilingual Learners Through Translanguaging Pedagogy in U.S. K–12 STEM Classrooms: A Systematic Meta-Synthesis

Multilingual learners (MLs) in U.S. schools continue to face systemic inequities shaped by monoglossic instructional ideologies and a deficit orientation towards their linguistic and cultural resources. Translanguaging pedagogy has emerged as a promising response, but it remains underexplored in STE...

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Autors principals:	Sujin Kim, Manqian Zhao, Woomee Kim, Bilgehan Ayik, Dai Gu, Xiaowen Chen, Yixin Zan, Kathleen A. Ramos
Format:	Artigo
Idioma:	Inglês
Publicat:	MDPI AG 2026-03-01
Col·lecció:	Education Sciences
Matèries:	translanguaging pedagogy STEM equity multilingual learners meta-synthesis
Accés en línia:	https://www.mdpi.com/2227-7102/16/3/376
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