Published Research at Alder
Laura Alvarez, PhD. Co-authors: Capitelli, S., De Loney, M., & Valdés, G. Alvarez, L., Capitelli, S., De Loney, M., & Valdés, G. (2022). Toward an Integrated Practice: Facilitating Peer Interactions to Support Language Development in Science. The New Educator, 18(1-2), 110-131.
Dialogic, sense-making interactions are critical venues for language development and science learning, particularly for emergent multilingual students. Designing and facilitating such learning opportunities is pedagogically...READ MORE
Capitelli, S., Alvarez, L., & Valdés, G. Capitelli, S., Alvarez, L., & Valdés, G. (2022). Supporting Emergent Bilinguals’ Reading in the Content Areas. The Reading Teacher, 76(1), 42-52.
Situated in sociocultural theories of language and literacy, the authors describe an approach to teaching nonfiction text to emergent bilinguals (EBs) through the strategic use...READ MORE
Laura Alvarez, PhD Co-authors: De Loney, M., Capitelli, S., Valdés, G., & Biernacki, P. Alvarez, L., De Loney, M., Capitelli, S., Valdés, G., & Biernacki, P. (2022.) Expanding Participation: Supporting Newcomer Students’ Language Development Through Disciplinary Practices. Language and Education.
In teaching newcomer students, educators must envision how to provide opportunities for language use and development through age-appropriate content instruction. This article describes a design...READ MORE
Laura Alvarez, Ph.D. Co-authors: Sarah Capitelli, PhD & Guadalupe Valdés, PhD. Alvarez, L., Capitelli, S., & Valdés, G. (2023). Beyond Sentence Frames: Scaffolding Emergent Multilingual Students’ Participation in Science Discourse. TESOL Journal, https://doi.org/10.1002/tesj.720
The discipline of science provides rich opportunities for language development as students engage collaboratively to investigate and make sense of compelling phenomena. Drawing from a...READ MORE