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Pedagogical Language Knowledge: Preparing Mainstream Teachers for English Learners in the New Standards Era

Review of research in education, 2013-03, Vol.37 (1), p.298-341

Bunch, George C.

2013

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From "academic language" to the "language of ideas": a disciplinary perspective on using language in K-12 settings

Language and education, 2021-11, Vol.35 (6), p.539-556

2021

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The Language of Ideas and the Language of Display: Reconceptualizing "Academic Language" in Linguistically Diverse Classrooms

International multilingual research journal, 2014-01, Vol.8 (1), p.70-86

Bunch, George C.

2014

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Improving the preparation of novice secondary science teachers for English learners: A proof of concept study

Science education (Salem, Mass.), 2018-11, Vol.102 (6), p.1288-1318

2018

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Complex Text and New Common Standards in the United States: Pedagogical Implications for English Learners

TESOL quarterly, 2014-09, Vol.48 (3), p.533-559

2014

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Writing to mean in middle school: Understanding how second language writers negotiate textually-rich content-area instruction

Journal of second language writing, 2013-06, Vol.22 (2), p.141-160

2013

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Equity in Multilingual Schools and Communities: Celebrating the Contributions of Guadalupe Valdés

1, 2024

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“Sometimes I Do Not Understand Exactly Where the Difficulties Are for My Students”: Language, Literacy, and the New Mainstream in Community Colleges

Community college review, 2020-07, Vol.48 (3), p.303-329

2020

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Reenvisioning Literacy Development for English Learners: Amplifying the Curriculum, Amplifying Leadership

Journal of adolescent & adult literacy, 2020-03, Vol.63 (5), p.577-582

2020

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“Academic English” in the 7th grade: Broadening the lens, expanding access

Journal of English for academic purposes, 2006-10, Vol.5 (4), p.284-301

Bunch, George C.

2006

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Navigating the language demands of an inquiry-based science performance assessment: Classroom challenges and opportunities for English learners

Science education (Salem, Mass.), 2012-07, Vol.96 (4), p.631-651

2012

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Dismantling Persistent Deficit Narratives About the Language and Literacy of Culturally and Linguistically Minoritized Children and Youth: Counter-Possibilities

Frontiers in education (Lausanne), 2021-07, Vol.6

2021

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Transformational Opportunities: Language and Literacy Instruction for English Language Learners in the Common Core Era in the United States

TESOL journal, 2015-03, Vol.6 (1), p.9-35

2015

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“Going up there”: Challenges and opportunities for language minority students during a mainstream classroom speech event

Linguistics and education, 2009-06, Vol.20 (2), p.81-108

Bunch, George C.

2009

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Latinos, Language Minority Students, and the Construction of ESL: Language Testing and Placement From High School to Community College

Journal of Hispanic higher education, 2008-01, Vol.7 (1), p.6-30

2008

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Analyzing language demands facing english learners on science performance assessments: The sald framework

Journal of research in science teaching, 2010-10, Vol.47 (8), p.909-928

2010

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Integrating Language, Literacy, and Academic Development: Alternatives to Traditional English as a Second Language and Remedial English for Language Minority Students in Community Colleges

Community college journal of research and practice, 2015-01, Vol.39 (1), p.20-33

2015

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Integrating a Focus on Academic Language, English Learners, and Mathematics: Teacher Candidates' Responses on the Performance Assessment for California Teachers (PACT)

The New educator, 2015-01, Vol.11 (1), p.79-103

2015

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Planning Science Instruction for Emergent Bilinguals: Weaving in Rich and Relevant Language Support

Teachers College Press, 2023

2023

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Preparing the "New Mainstream" for College and Careers: Academic and Professional Metagenres in Community Colleges

Teaching English in the two-year college, 2019-12, Vol.47 (2), p.168-194

Bunch, George C

2019

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Feature: Preparing the “New Mainstream” for College and Careers: Academic and Professional Metagenres in Community Colleges

Teaching English in the two-year college, 2019-12, Vol.47 (2), p.168-194

Bunch, George C.

2019

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Community College Practices for U.S.-Educated Language-Minority Students: A Resource-Oriented Framework

Bilingual research journal, 2011-06, Vol.34 (2), p.201-222

2011

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Documenting the language demands of mainstream content-area assessment for English learners: participant structures, communicative modes and genre in science performance assessments

Language and education, 2010-05, Vol.24 (3), p.185-214

2010

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English learners? Emergent bilinguals? Multilingual learners?: Goals, contexts, and consequences in labeling students

TESOL journal, 2024-09, Vol.15 (3), p.n/a

2024

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Amplifying the Curriculum: Designing Quality Learning Opportunities for English Learners. Language and Literacy Series

Teachers College Press, 2019

2019

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Pedagogical Language Knowledge: Preparing Mainstream Teachers for English Learners in the New Standards Era

From "academic language" to the "language of ideas": a disciplinary perspective on using language in K-12 settings

The Language of Ideas and the Language of Display: Reconceptualizing "Academic Language" in Linguistically Diverse Classrooms

Improving the preparation of novice secondary science teachers for English learners: A proof of concept study

Complex Text and New Common Standards in the United States: Pedagogical Implications for English Learners

Writing to mean in middle school: Understanding how second language writers negotiate textually-rich content-area instruction

Equity in Multilingual Schools and Communities: Celebrating the Contributions of Guadalupe Valdés

“Sometimes I Do Not Understand Exactly Where the Difficulties Are for My Students”: Language, Literacy, and the New Mainstream in Community Colleges

Reenvisioning Literacy Development for English Learners: Amplifying the Curriculum, Amplifying Leadership

“Academic English” in the 7th grade: Broadening the lens, expanding access

Navigating the language demands of an inquiry-based science performance assessment: Classroom challenges and opportunities for English learners

Dismantling Persistent Deficit Narratives About the Language and Literacy of Culturally and Linguistically Minoritized Children and Youth: Counter-Possibilities

Transformational Opportunities: Language and Literacy Instruction for English Language Learners in the Common Core Era in the United States

“Going up there”: Challenges and opportunities for language minority students during a mainstream classroom speech event

Latinos, Language Minority Students, and the Construction of ESL: Language Testing and Placement From High School to Community College

Analyzing language demands facing english learners on science performance assessments: The sald framework

Integrating Language, Literacy, and Academic Development: Alternatives to Traditional English as a Second Language and Remedial English for Language Minority Students in Community Colleges

Integrating a Focus on Academic Language, English Learners, and Mathematics: Teacher Candidates' Responses on the Performance Assessment for California Teachers (PACT)

Planning Science Instruction for Emergent Bilinguals: Weaving in Rich and Relevant Language Support

Preparing the "New Mainstream" for College and Careers: Academic and Professional Metagenres in Community Colleges

Feature: Preparing the “New Mainstream” for College and Careers: Academic and Professional Metagenres in Community Colleges

Community College Practices for U.S.-Educated Language-Minority Students: A Resource-Oriented Framework

Documenting the language demands of mainstream content-area assessment for English learners: participant structures, communicative modes and genre in science performance assessments

English learners? Emergent bilinguals? Multilingual learners?: Goals, contexts, and consequences in labeling students

Amplifying the Curriculum: Designing Quality Learning Opportunities for English Learners. Language and Literacy Series

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