Abstract
ABSTRACT This paper explores how transmodalising pedagogy contributes to equitable STEM literacy education for emergent bilingual learners (EBLs). Attending to the urgent call for serving linguistically and culturally diverse learners in STEM classrooms and informed by the supporting theories and practices of transmodalising pedagogy, this paper provides a repertoire of transmodalising pedagogy to support elementary school EBLs’ STEM disciplinary content and literacy learning. Particularly, this paper shares two elementary teachers’ lessons in mathematics and science classrooms to showcase how transmodalising disciplinary literacy instruction for young EBLs can afford equitable access to STEM curriculum while engaging EBLs in disciplinary discourse practices.
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