Militello, MatthewHotaki, Zarmina2021-06-042021-06-042021-052021-04-20May 2021http://hdl.handle.net/10342/9051For most English language learners, translanguaging strategies applied in a fully inclusive classroom are most effective for acquiring second-language competency. However, teachers of non-language subjects such as math and science are often unaware of translanguaging techniques and may be resistant to using them as outside their area of competence or responsibility. We carried out participatory action research (PAR) to help secondary science and math teachers to develop practices to support ELLs in a school with a high proportion of Arabic- speaking students. After two cycles of inquiry in which co-practitioner researchers and the principal jointly planned scaffolding lessons and conducted follow-up observations and conversations, adoption of the new techniques was still impeded by teachers' insecurity about their own language skills and their reliance on prior experiences and beliefs to guide classroom decisions. In addition, the micropolitical context did not fully support language development in content classrooms. A more personalized coaching approach would aid teachers in incorporating new pedagogical structures, especially if schoolwide policy and professional learning opportunities are supportive.application/pdfenEnglish Langue LearnersSecond language acquisition--Study and teachingArab studentsEducation, BilingualMulticultural educationDoctoral Dissertation2021-06-02