"Discipline-specific practices are the many different activities that individuals in particular disciplines do in the real world as they engage in their craft (e.g., the work of scientists, historians, poets, journalists, filmmakers, or mathematicians)" (356).

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"Real-world experiences and phenomena tend to be of high interest to students, offering authentic reasons to engage with and make sense of material being learned" (357).

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"A critical example of this instructional practice is prioritizing topics and texts that are directly connected to students' cultural, community, and lived experiences." "A broader example of this recommended instructional practice is translanguaging, which is when students combine and integrate their languages in learning activities" (359).

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"Four key elements are essential: (a) heterogeneous teams of students, (b) a process that incorporates individual and group accountability for content learning, (c) a process for students to self-evaluate the team's success, and (d) knowledge application activities, such as inquiry or problem-solving tasks, that motivate gaining new knowledge and are a basis for assessing team and individual success" (361-3612).

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"An explicit focus on language raises students' awareness about how language works, and it helps them to both read and write more intentionally. Important to consider is that each discipline has its own norms and expectations for language and literacy" (364).

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"Using, and helping students use multiple modalities is critical for supporting the development of their receptive (listening and reading) and productive (speaking and writing) language. Multiple modalities are defined as visual and linguistic supports that help students engage with the complex language and concepts of grade-level course content (NASEM 2017, 2018). This is important in all disciplines" (366).

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