“…With a sense of how science education researchers conceptualize language, we now turn to patterns between researchers’ language conceptualizations and the science practice(s) under study. As shown in Table 2, most of the studies examined multilingual students’ experiences with argumentation (e.g., Alvarez et al, 2023; González-Howard et al, 2017), modeling (e.g., Widing et al, 2022; Pearce et al, 2020; Ryoo et al, 2018), and/or explanation (e.g., Kang et al, 2017; Rutt & Chang-Bacon, 2023; Ryoo & Bedell, 2019), in that order of frequency.…”