@article{medlock paul_vehabovic_2020, title={Exploring the critical in biliteracy instruction}, volume={11}, ISSN={["1949-3533"]}, DOI={10.1002/tesj.456}, abstractNote={In this article the researchers explain a concept that they have termed critical biliteracy instruction. Utilizing a sociocultural approach to literacy and language learning, they examine discourse theory and the four resources model (Freebody & Luke, 1990) to support the approaches they describe. Then they explore research‐based dialogic practices that second and foreign language teachers may engage in to help emergent bilinguals develop reading comprehension in English. The authors also highlight research‐based high‐impact practices and strategies that language teachers can use to promote critical biliteracy in the classroom.}, number={1}, journal={TESOL JOURNAL}, author={Medlock Paul, Casey and Vehabovic, Nermin}, year={2020}, month={Mar} }
 @article{paul_2018, title={Building disciplinary literacy: an analysis of history, science and math teachers' close reading strategies}, volume={52}, ISSN={["1741-4369"]}, DOI={10.1111/lit.12127}, abstractNote={Abstract}, number={3}, journal={LITERACY}, author={Paul, Casey Medlock}, year={2018}, month={Sep}, pages={161–170} }
 @article{spires_paul_himes_yuan_2018, title={Cross-Cultural Collaborative Inquiry: A Collective Case Study with Students from China and the US}, volume={91}, ISSN={["1873-538X"]}, url={http://www.scopus.com/inward/record.url?eid=2-s2.0-85051145960&partnerID=MN8TOARS}, DOI={10.1016/j.ijer.2018.07.002}, abstractNote={As our world becomes more connected, globalized education becomes increasingly important. Drawing from educational cosmopolitanism and disciplinary inquiry, this collective case study focused on Chinese and US students' demonstrations of the four capacities of Wahlström's (2014) educational cosmopolitanism, i.e., hospitality, self-reflexivity, intercultural dialogue, and transactions of perspectives, throughout the phases of a cross-cultural collaborative inquiry project referred to as Project-Based Inquiry (PBI) Global. Data sources included (a) semi-structured student focus groups (post-PBI Global), (b) our observations and interactions with students throughout the process, (c) the students' posts and uploads in their shared writing space, Quip, and (d) the students' PBI Global products. Results shed light on how cross-cultural collaborative disciplinary inquiry fosters students' demonstration and development of educational cosmopolitan capacities.}, journal={INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH}, publisher={Elsevier BV}, author={Spires, Hiller A. and Paul, Casey Medlock and Himes, Marie and Yuan, Chang}, year={2018}, pages={28–40} }