Papers by Khanh Bui
Understanding science and language connections: New approaches to assessment with bilingual learners, 2019
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Peer Refereed Journal Articles by Khanh Bui
Research in Science Education
Here’s the link to the online version of our paper: https://link.springer.com/article/10.1007%2Fs... more Here’s the link to the online version of our paper: https://link.springer.com/article/10.1007%2Fs11165-019-9846-8 We report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers. Given the power that assessments have in today’s education systems, our project provided a series of workshops for teachers where they explored students’ emergent reform-oriented science meaning-making in our project-designed assessments. Within the context of these workshops, we used discourse analysis to explore how three different groups grappled with the new reform-oriented relationship between science and language: (1) the research team’s emergent understandings of how to create improved resources for teachers to better integrate science and language; (2) students’ emergent understandings as expressed in their assessment responses; and (3) teachers’ emergent understandings of how to integrate science and language in their instruction as expressed in interviews in the teacher writing workshops. Implications for curriculum designers, assessment developers and professional learning facilitators are discussed.
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Second language writing across PK16 contexts: Intersections of teaching, learning, and development. , 2019
In this study, writing is viewed as a multisemiotic process that draws from embodied experiences ... more In this study, writing is viewed as a multisemiotic process that draws from embodied experiences and a range of modalities and intertexts to make meaning. Conceptually, the research study is informed by systemic functional linguistics (Halliday, 1978) and reflection literacy (Hasan, 1996), two intersecting theories that provide a frame for understanding writing as a pliable multimodal assemblage. Through the graduate course design, second language pre-service teachers were expected to transition recursively between their roles as co-researchers with bilingual youth and as reflective middle and high school educators. Findings from our intertextual and discourse analysis of pre-service teachers’ interactions, artifacts and interviews point to their deep commitment to multimodal approaches to literacy that developed through close inquiry with youth. Implications include the need to expand definitions of writing instruction to include embodied, multi-semiotic practices.
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Papers by Khanh Bui
Peer Refereed Journal Articles by Khanh Bui
Book Chapters and Encyclopedic Entries by Khanh Bui