Melinda Martin-Beltrán

TL;DR: This paper investigated how students learning English and students learning Spanish activated multilingual repertoires as they participated in one high school program that aimed to promote reciprocal learning and teaching of multilingual literacy practices.

TL;DR: The authors examined the nature of student interactions in a dual immersion school to analyze affordances for bilingual language learning, language exchange, and co-construction of language expertise using a sociocultural theoretical lens.

TL;DR: This paper examined the social construction of proficiency and the discursive practices prevalent in linguistically diverse schools that afford or constrain participation in language learning communities and found that educators can orchestrate learning contexts that re-position students as proficient language users and sources of language expertise.

TL;DR: This article examined collaboration between English for Speakers of Other Languages (ESOL) teachers and content-area elementary school teachers, and made the case for conceptualizing teacher collaboration as an opportunity for shared teacher learning.

TL;DR: In this article, the authors provide empirical examples of over-scaffolding as it occurs in peer-to-peer literacy activities among elementary-level emergent bilingual students and advocate for responsive, contingent scaffolding to keep learners productively engaged.