Intersections of Language, Content, and Multimodalities: Instructional Conversations in Mrs. B's Sheltered English Biology Classroom

The authors of this two-year case study investigated expert language/content instructional strategies in a high school science class composed of English learners (ELs) speaking different languages and at different stages of English acquisition. By analyzing class recording, interviews, student work, survey responses, course documents, and the reflections of the teacher, the authors identified a model of the language/content multimodal interface for teaching ELs.