Interaction rituals and inquiry-based science instruction: Analysis of student participation in small-group investigations in a multilingual classroom.

While there has been an increasing trend in the research literature that considers students’ language competencies in relation to their science experiences (e.g., Cuevas, Lee, Hart, & Deaktor, 2005 ; Llosa et al., 2016 ), there is a dearth of research that explores how language learners participate within the socially embedded structures of inquiry‐oriented activities.

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