海角社区

This collaborative multimedia development project between 海角社区 School of Education and Denver Public Schools resulted in a collection of eight instructional videos that highlight what translanguaging pedagogies can look like in practice in K-12 science classrooms. Across the video collection, pre-service teacher candidates and in-service educators can explore and unpack translanguaging pedagogies through the video collection to collectively see, hear, and reflect on translanguaging pedagogical practices as they imagine integrating these practices in their own science classrooms. This project was generously funded by the Colorado Department of Higher Education – OER Grant Program.

Explore the Translanguaging in Science Video Collection

This ongoing co-design research project explores how multilingual / multimodal technology tools, translanguaging pedagogies, and critical language awareness can support multilingual learners鈥� sensemaking in the elementary science classroom. The pilot phase focused on codesigning digital science notebooks with one 4th grade teacher and her students. Results have been presented at national conferences and will inform further expansion of this project. A practitioner-facing book chapter highlighting the trauma-informed elements of the project is currently in press. The pilot phase of this project was generously funded by a 海角社区 Provost Mini Grant. Contact Dr. Caitlin Fine for more details about this project.

This annotation project employed the to analyze over 400 science picture books published in 2025 to understand the state of the field of children鈥檚 science picture books from equity and social justice perspectives. Results have been presented locally and nationally and inspired graduate student Emily Vican to write 鈥淩owan and the Jellybean Engineers,鈥� a picture book designed to promote diverse, inclusive, and student-centered STEM storytelling, for her Capstone Project for completion of the Masters in Teaching: Elementary Education. Contact Dr. Caitlin Fine for more details about this project.

This interdisciplinary project investigated how participation in a Faculty Learning Community (FLC) can support university faculty members to integrate translanguaging stances, designs and shifts into their undergraduate and graduate courses at an Hispanic Serving Institution. Results, presented at national and regional conferences, include affordances and lessons learned as well as facilitation resources for faculty members seeking to conduct similar FLCs at their institutions. This project was generously funded by the 海角社区 Center for Teaching, Learning, and Design. Contact Dr. Caitlin Fine for more details about this project.