A Review of Educational Strategies for Multilingual Children in the North American Classroom
Bibliographic record
Abstract
Multilingual education has gained increasing attention as a crucial element of equitable and effective classroom practice. Scholars have advocated for advancing beyond traditional support models by integrating culturally sustaining pedagogies, translanguaging practices, asset-based approaches, dynamic assessments, and strong school–family partnerships. However, there is limited synthesized knowledge on how these advanced pedagogical strategies are currently theorized and implemented in multilingual classroom settings. This review aims to expand understanding of emerging practices that center multilingual children’s strengths, identities, and learning needs. Findings revealed that relevant studies primarily emphasized two interconnected approaches: (a) promoting culturally and linguistically sustaining classroom environments through asset-based and community-engaged strategies, and (b) utilizing translanguaging and dynamic assessment methods to enhance multilingual learners’ cognitive development and academic success. The author provides a detailed overview of these practices and proposes useful frameworks for organizing and applying them in educational settings. Finally, the author highlights key implications for future classroom practice, teacher education, and policy development.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".