My interdisciplinary research uses mixed methods to explore the relationships between language, ideology, and teacher practice in content area classrooms, especially in STEM subjects. My early work investigated the role of language ideologies and hybrid language practices in STEM education for bi/multilingual and heteroglossic communities, with an asset-focused approach to students’ language repertoires. More recently, my work explores the role of translanguaging in supporting students to make meaning and participate in science practices in STEM classrooms.
Selected publications:
Lemmi, C. & Perez, G. (In Press ) Translanguaging in elementary science: An analysis of a 4th grade teacher and their students. International Journal of Science Education.
Lemmi, C., Pérez, G., & Brown, B. A. (2022). Translanguaging in the Science Classroom: Drawing on Students’ Full Linguistic Repertoires in Bi-/Multilingual Settings. In Translanguaging in Science Education (pp. 87-98). Cham: Springer International Publishing.
Slemrod, T., Howorth, S., Wood, A., Hart, S., Lemmi C., Cheney, D. (2022) A Comparison of Science Vocabulary Acquisition using Keyword Mnemonics via Technology and Flash Cards. Journal of Special Education Technology.
Lemmi, C., Brown, B. A., Wild, A., Zummo, L., & Sedlacek, Q. (2019). Language ideologies in science education. Science Education, 103(4), 854-874.
Brown, B. A., Boda, P., Lemmi, C., & Monroe, X. (2019). Moving culturally relevant pedagogy from theory to practice: Exploring teachers’ application of culturally relevant education in science and mathematics. Urban Education, 54(6), 775-803.
Chicago
Galguera, T.; Lemmi, C.; & Martin, P. (2019) Amplifying Science: Phenomenon-Based Lessons to Engage Students in Language-Rich Science Practices. In Bunch, G. and Walqui, A. (Eds.) Amplifying the Curriculum: Designing Quality Learning Opportunities for English Learners. Teachers College Press.
Osborne, J., Sedlacek, Q. C., Friend, M., & Lemmi, C. (2016) Learning to Read Science. Science Scope, 40(3), 36-42.