Articles used to update and expand the research base for Guidelines 3.0 are noted with an asterisk (*).

Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language, Learning & Technology, 5(1), 202-232.

August, D., Carlo, M., Calderon, M., & Proctor, C. P. (2005). Development of literacy in Spanish-speaking English language learners: Findings from a longitudinal study of elementary school children. Perspectives, 31(2), 17-19.

Babaci-Wilhite, Z. (2017). A rights-based approach to science literacy using local languages: Contextualising inquiry-based learning in Africa. International Review of Education, 63(3), 381-401.*

Baker, S. K., Gersten, R., Haager, D., & Dingle, M. (2006). Teaching practice and the reading growth of first-grade English learners: Validation of an observation instrument. The Elementary School Journal, 107(2), 199-220.

Bonacina-Pugh, F., da Costa Cabral, I., & Huang, J. (2021). Translanguaging in education. Language Teaching, 54(4), 439-471.*

Busch, H. (2003). Computer based readers for intermediate foreign-language students. Educational Media International, 40(3), 276-285.

Byrd, A. S., Oppenheimer, K., Silverman, R., & Edwards, J. (2024). Filling in the blank: The development of a writing screener for elementary school students who speak African American English. Language, Speech, and Hearing Services in Schools, 55(2), 598-606.*

Carbajal, I., Ryals, A. J., Wang, C. D., Slavish, D., & Hasapes, N. (2023). Visual recognition memory modulated by language and cultural frame priming in Latinx bilinguals and biculturals. Journal of Latinx Psychology, 11(3), 220.*

Cardenas-Hagan, E., Carlson, C. D., & Pollard-Durodola, S. D. (2007). The cross-linguistic transfer of early literacy skills: The role of initial L1 and L2 skills and language of instruction. Language, Speech, and Hearing Services in Schools, 38(3), 249-259.

Casey, J. E., Mireles, S. V., Viloria, M. D. L., & Garza, E. (2018). Literacy & Arts Integration in Science: Engaging English Language Learners in a Lesson on Mixtures and Solutions. Texas Journal of Literacy Education, 6(1), 51-69.*

Chun, D. M., & Plass, J. L. (1996). Facilitating reading comprehension with multimedia. System, 24(4), 503-519.

Chun, D. M. (2001). L2 reading on the web: Strategies for accessing information in hypermedia. Computer Assisted Language Learning, 14(5), 367-403.

Cioè‐Peña, M. (2022). TrUDL, a path to full inclusion: The intersectional possibilities of translanguaging and universal design for learning. TESOL Quarterly, 56(2), 799-812.*

Coelho, E. (1994). Learning together in the multicultural classroom. Markham, Ontario: Pippin Publishing Limited.

Creese, A., & Blackledge, A. (2015). Translanguaging and identity in educational settings. Annual Review of Applied Linguistics, 35, 20-35.*

Cruz-Zambrano, M. C., Delgado-Morán, R. C., Quiroz-Cevallos, J. E., & Rincón-Zambrano, R. A. (2023). Reading strategies for college English language learners. Revista Arbitrada Interdisciplinaria Koinonía, 8(15), 135-153.*

Darvin, R., & Zhang, Y. (2023). Words that don’t translate: Investing in decolonizing practices through translanguaging. Language Awareness, 32(4), 645-661.*

De Costa, P. I. (2020). Linguistic racism: Its negative effects and why we need to contest it. International Journal of Bilingual Education and Bilingualism, 23(7), 833-837.*

Deignan, A., Gabrys, D., & Solska, A. (1997). Teaching English metaphors using cross-linguistic awareness-raising activities. ELT Journal, 51(4), 352-360.

Domke, L. M. (2018). Probing the promise of dual-language books. Reading Horizons: A Journal of Literacy and Language Arts, 57(3), 3.*

Duff, P. A. (2001). Language, literacy, content, and (pop) culture: Challenges for ESL students in mainstream courses. Canadian Modern Language Review/La Revue Canadienne Des Langues Vivantes, 58(1), 103-132.

Durgunoğlu, A. Y. (2002). Cross-linguistic transfer in literacy development and implications for language learners.Annals of Dyslexia, 52(1), 189-204.

Fradd, S. H., Lee, O., Sutman, F. X., & Saxton, M. K. (2001) Promoting science literacy with English language learners through instructional materials development: A case study. Bilingual Research Journal, 25(4), 417-439.

Garcia, G. E. (1991). Factors influencing the English reading test performance of Spanish-speaking Hispanic children. Reading Research Quarterly, 26(4), 371-392.

García, O., Flores, N., Seltzer, K., Wei, L., Otheguy, R., & Rosa, J. (2021). Rejecting abyssal thinking in the language and education of racialized bilinguals: A manifesto. Critical Inquiry in Language Studies, 18(3), 203-228.*

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd Edition). Teachers College Press.*

Gersten, R. (1994). Effective instruction for culturally and linguistically diverse students: A reconceptualization.Focus on Exceptional Children, 27(1), 1-16.

Gersten, R., & Baker, S. (2000). The professional knowledge base on instructional practices that support cognitive growth for english-language learners. In R. M. Gersten, E. P. Schiller & S. Vaughn (Eds.), Contemporary special education research: Syntheses of the knowledge base on critical instructional issues (pp. 31-79). Mahwah, NJ:Lawrence Erlbaum Associates.

Gersten, R., & Woodward, J. (1994). The language minority student and special education: Issues, themes and paradoxes. Exceptional Children, 60(4), 310-322. (1994).

González‐Howard, M., & Suárez, E. (2021). Retiring the term English language learners: Moving toward linguistic justice through asset‐oriented framing. Journal of Research in Science Teaching, 58(5), 749–752.*

Hurwitz, A., & Olsen, L. (2018). The Sobrato Early Academic Language Model.*

Islam, C., & Park, M. H. (2015). Preparing teachers to promote culturally relevant teaching: Helping English language learners in the classroom. Multicultural Education, 23(1), 38-44.*

Jimenez, R. T., Garcia, G. E., & Pearson, P. D. (1995). Three children, two languages, and strategic reading: Case studies in Bilingual/Monolingual reading. American Educational Research Journal, 32(1), 67-97.

Jiménez, R., García, G. E., & Pearson, P. D. (1996). The reading strategies of bilingual Latina/o students who are successful English readers: Opportunities and obstacles. Reading Research Quarterly, 31(1), 90-112.

Jones, L. C., & Plass, J. L. (2002). Supporting listening comprehension and vocabulary acquisition in French with multimedia annotations. The Modern Language Journal, 86(4), 546-561.

Kelly, L. B. (2022). A Translanguaging Read‐Aloud. The Reading Teacher, 75(6), 763-766.*

Kidd, E., Brandt, S., Lieven, E., & Tomasello, M. (2007). Object relatives made easy: A cross-linguistic comparison of the constraints influencing young children's processing of relative clauses. Language & Cognitive Processes, 22(6), 860-897.

Kobayashi, M. (2003). The role of peer support in ESL students' accomplishment of oral academic tasks. Canadian Modern Language Review/La Revue Canadienne Des Langues Vivantes, 59(3), 337-369.

Lesaux, N. K., Rupp, A. A., & Siegel, L. S. (2007). Growth in reading skills of children from diverse linguistic backgrounds: Findings from a 5-year longitudinal study. Journal of Educational Psychology, 99(4), 821-834.

Leung, C., & Valdés, G. (2019). Translanguaging and the transdisciplinary framework for language teaching and learning in a multilingual world. The Modern Language Journal, 103(2), 348-370.*

Lopez, A.A. (2023). Examining how Spanish-speaking English language learners use their linguistic resources and language modes in a dual language mathematics assessment task. Journal of Latinos and Education, 22(1), 198-210.*

Mayer, C., & Akamatsu, C. T. (2003). Bilingualism and literacy. In M. Marschark, & P. E. Spencer (Eds.), Oxford handbook of deaf studies, language, and education (pp. 136-147). New York: Oxford University Press.

Mellow, J. D. (2008). The emergence of complex syntax: A longitudinal case study of the ESL development of dependency resolution. Lingua, 118(4), 499-521.

Nash, B. L., Dunham, H., Murdter-Atkinson, J., & Mosley Wetzel, M. (2024). A culturally sustaining approach to multimodal literacies: Building from students’ funds of knowledge in field-based teacher education. Literacy Research and Instruction, 63(2), 151-175.*

Odlin, T. (1989). Language transfer: Cross-linguistic influence in language learning. Cambridge, UK: Cambridge University Press.

Osorio, S. L. (2020). Building culturally and linguistically sustaining spaces for emergent bilinguals: Using read‐alouds to promote translanguaging. The Reading Teacher, 74(2), 127-135.

Ortiz, A. A., & Robertson, P. M. (2018). Preparing teachers to serve English learners with language-and/or literacy-related difficulties and disabilities. Teacher Education and Special Education, 41(3), 176-187.*

Pappamihiel, N. E. (2001). Moving from the ESL classroom into the mainstream: An investigation of English language anxiety in Mexican girls. Bilingual Research Journal, 25(1/2), 31-38.

Plass, J. L., Chun, D. M., Mayer, R. E., & Leutner, D. (2003). Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial abilities. Computers in Human Behavior, 19(2), 221-243.

Plass, J. L., Chun, D. M., Mayer, R. E., Leutner, D., Petig, W., & Voge, W. (1998). Supporting visual and verbal learning preferences in a second-language multimedia learning. Journal of Educational Psychology, 90, 25-36.

Proctor, C. P., August, D., Carlo, M., & Snow, C. (2005). Native Spanish-speaking children reading in English:Toward a model of comprehension. Journal of Educational Psychology, 97(2), 246-256.

Proctor, C. P., August, D., Carlo, M. S., & Snow, C. E. (2006). The intriguing role of Spanish language vocabulary knowledge in predicting English reading comprehension. Journal of Educational Psychology, 98(1), 159-169.

Proctor, C. P., Dalton, B., & Grisham, D. L. (2007). Scaffolding English language learners and struggling readers in a universal literacy environment with embedded strategy instruction and vocabulary support. Journal of Literacy Research, 39(1), 71-93.

Ramírez, P. C. (2022). Reframing dual language education in the US. International Journal of Bilingual Education and Bilingualism, 1-5.*

Relyea, J. E., Zhang, J., Liu, Y., & Lopez Wui, M. G. (2020). Contribution of home language and literacy environment to English reading comprehension for emergent bilinguals: Sequential mediation model analyses. Reading Research Quarterly, 55(3), 473-492.*

Riccio, C. A., Amado, A., Jimenez, S., Hasbrouck, J. E., Imhoff, B., & Denton, C. (2001). Cross-linguistic transfer of phonological processing: Development of a measure of phonological processing in Spanish. Bilingual Research Journal, 25(4), 583-604.

Romeo, K. (2008). A web-based listening methodology for studying relative clause acquisition. Computer Assisted Language Learning, 21(1), 51-66.

Rosa, J., & Flores, N. (2017). Unsettling race and language: Toward a raciolinguistic perspective. Language in Society, 46(5), 621–647.*

Rosebery, A. S., Ogonowski, M., DiSchino, M., & Warren, B. (2010). “The coat traps all your body heat”: Heterogeneity as fundamental to learning. Journal of the Learning Sciences, 19(3), 322–357.*

Spangenberg-Urbschat, K., & Pritchard, R. H. (1994). Kids come in all languages: Reading instruction for ESL students. Newark, DE: International Reading Association.

Strangman, N., Meyer, A., Hall, T., & Proctor, P. (2008). Improving foreign language instruction with new technologies and universal design for learning. In E. Hamilton, & T. & Barbieri (Eds.), Worlds apart: Disability and foreign language learning (pp. 33-48). New Haven, CT: Yale University Press.

Sullivan, N., & Pratt, E. (1996). A comparative study of two ESL writing environments: A computer-assisted classroom and a traditional oral classroom. System, 24(4), 491-501.

Taylor, B. P. (1975). The use of overgeneralization and transfer learning strategies by elementary and intermediate students of ESL 1. Language Learning, 25(1), 73-107.

Thompson, K. D. (2017). What blocks the gate? Exploring current and former English learners’ math course-taking in secondary school. American Educational Research Journal, 54(4), 757-798.*

Ticheloven, A., Blom, E., Leseman, P., & McMonagle, S. (2021). Translanguaging challenges in multilingual classrooms: scholar, teacher and student perspectives. International Journal of Multilingualism, 18(3), 491-514.*

Tsimpli, I. M., & Dimitrakopoulou, M. (2007). The interpretability hypothesis: Evidence from wh-interrogatives in second language acquisition. Second Language Research, 23(2), 215-242.

Verhoeven, L. (2000). Components in early second language reading and spelling. Scientific Studies of Reading, 4(4), 313-330.

Watts‐Taffe, S. (2022). Multimodal literacies: Fertile ground for equity, inclusion, and connection. The Reading Teacher, 75(5), 603-609.*

Watts-Taffe, S., & Truscott, D. M. (2000). Using what we know about language and literacy development for ESL students in the mainstream classroom. Language Arts, 77(3), 258-265.

Wei, L., & Lin, A. M. (2019). Translanguaging classroom discourse: Pushing limits, breaking boundaries. Classroom Discourse, 10(3-4), 209-215.*