1.0NSF UTSA - Building STEM Capacityhttps://ceid.utsa.edu/buildingcapacityndaohttps://ceid.utsa.edu/buildingcapacity/author/ndao/rich600338<blockquote class="wp-embedded-content" data-secret="w7Zbxy672w"><a href="https://ceid.utsa.edu/buildingcapacity/academic-conferences/aaal-2021/">AAAL 2021</a></blockquote><iframe sandbox="allow-scripts" security="restricted" src="https://ceid.utsa.edu/buildingcapacity/academic-conferences/aaal-2021/embed/#?secret=w7Zbxy672w" width="600" height="338" title="“AAAL 2021” — NSF UTSA - Building STEM Capacity" data-secret="w7Zbxy672w" frameborder="0" marginwidth="0" marginheight="0" scrolling="no" class="wp-embedded-content"></iframe><script> /*! This file is auto-generated */ !function(d,l){"use strict";l.querySelector&&d.addEventListener&&"undefined"!=typeof URL&&(d.wp=d.wp||{},d.wp.receiveEmbedMessage||(d.wp.receiveEmbedMessage=function(e){var t=e.data;if((t||t.secret||t.message||t.value)&&!/[^a-zA-Z0-9]/.test(t.secret)){for(var s,r,n,a=l.querySelectorAll('iframe[data-secret="'+t.secret+'"]'),o=l.querySelectorAll('blockquote[data-secret="'+t.secret+'"]'),c=new RegExp("^https?:$","i"),i=0;i<o.length;i++)o[i].style.display="none";for(i=0;i<a.length;i++)s=a[i],e.source===s.contentWindow&&(s.removeAttribute("style"),"height"===t.message?(1e3<(r=parseInt(t.value,10))?r=1e3:~~r<200&&(r=200),s.height=r):"link"===t.message&&(r=new URL(s.getAttribute("src")),n=new URL(t.value),c.test(n.protocol))&&n.host===r.host&&l.activeElement===s&&(d.top.location.href=t.value))}},d.addEventListener("message",d.wp.receiveEmbedMessage,!1),l.addEventListener("DOMContentLoaded",function(){for(var e,t,s=l.querySelectorAll("iframe.wp-embedded-content"),r=0;r<s.length;r++)(t=(e=s[r]).getAttribute("data-secret"))||(t=Math.random().toString(36).substring(2,12),e.src+="#?secret="+t,e.setAttribute("data-secret",t)),e.contentWindow.postMessage({message:"ready",secret:t},"*")},!1)))}(window,document); //# sourceURL=https://ceid.utsa.edu/buildingcapacity/wp-includes/js/wp-embed.min.js </script> Translanguaging for STEM Learning: Exploring Tertiary Learning Contexts at a Hispanic-Serving Institution Abstract Deriving from a STEM curriculum redesign project adapting the Lesson Study model (Lewis et al., 2012), this paper examines unplanned translanguaging in tertiary settings and its implications for planned translanguaging pedagogy. The larger context involves an ongoing longitudinal study on how academic … Continue reading ""