TEEM Volume 11, No. 3 2020
Special Issue on Multilingual Learners: Multilingual Practices
AbstractTEEM Volume 11 (No. 3) - Fall 2020. Special Issue on Multilingual Learners: Multilingual Practices
From the Editors (p. 6)
“Hush it up!”: Silence as a Pedagogical Resource in a Language Immersion Mathematics Classroom (p. 8)
José Martínez Hinestroza
Abstract: Frequently, the silence of students whose first language is not the language of instruction is interpreted as indicative of lack of knowledge or language proficiency. I propose an alternative interpretation, illustrating how both teacher and student silence can be a pedagogical resource that respects students’ sense-making, honors the multimodal nature of mathematical activity, and follows principles from research on second language learning. I draw on an example from a geometry task in a third-grade Spanish immersion classroom and invite readers to consider how teachers and students can use silence as a pedagogical resource in their bilingual contexts.
TODOS Mission and Goals (p. 15)
Fencing in the Goats: Adaptation of Modeling Framework for Emergent Bilinguals (p. 16)
I, Ji-Yeong, Kait Ogden, Ricardo Martinez, and Betsy Araujo Grando
Abstract: Through collaboration between a teacher and a researcher, we developed 5-Act Task Framework by utilizing modeling as vehicle, aiming to support Emergent Bilinguals (EBs) to engage in high-quality mathematics. A classroom episode is described to illustrate how 5-Act Task-based lessons were implemented effectively for EBs by connecting the students’ language and real-life context. With the belief that EBs are capable of mathematical modeling with appropriate support, we implemented the 5-Act Task Framework that provides EBs with access to rigorous mathematics while developing language throughout the modeling process.
Exploring the Mathematical Agency of a Multilingual Child With an Identified Learning Disability (p. 25 )
Abstract: In this article, I illustrate how one student, Carlos, who is an emergent bilingual with a learning disability, expresses his mathematical agency dynamically and fluidly in multiple languages throughout 12 teaching sessions centered on mathematical discussions. The findings of this study show how Carlos made sense of fraction word problems, felt empowered to engage in conversations with peers about his thinking, and took ownership of his strategies. Implications are offered for the math instruction of bilingual children identified with a learning disability.
Learning to Leverage Obstacles, Resources, and Strategies in Math Classes With Multilingual Learners (p. 32)
Aaron T. Wilson, Hyung Won Kim, Mayra Ortiz Galarza and Josef Sifuentes
Abstract: Mathematics teachers must be ready for diverse classrooms, where students who are multilingual learners (MLs) bring new dimensions to the teaching and learning. While MLs face obstacles to learning particular to their linguistic and cultural background, they also bring resources and strengths to bear that can be applied to teaching and learning. We have developed a Challenge-Based Instructional activity to help teachers leverage their experiences of teaching math to ML students, to better understand the obstacles and resources, and to select more effective pedagogical strategies particular to this context. This paper reports the benefits teachers gain in implementing this activity.
Preparing Bilingual Pre-Service Teachers to Foster Equitable and Open Communication With Latinx Immigrant Parents en la Enseñanza de Matemáticas (p. 41 )
Gladys H. Krause and Kiyomi Sánchez-Suzuki Colegrove
Abstract: We examine how bilingual pre-service teachers developed a practice of communicating to parents their children’s mathematical thinking and how the teachers invited parents to participate in instructional practices in the mathematics classroom. We argue that these practices are knowledge-intensive, in that bilingual pre-service teachers draw on both their knowledge of children’s mathematical thinking and their own experiences as bilingual students, and that communicating this to parents reflects this knowledge. We conceptualize this knowledge as situated in, and integrated with, the practice of teaching. We therefore consider it necessary to support the development of this knowledge early in pre-service teacher education.
TODOS 2020-2021 Leadership (p. 50)
TODOS 2020 Position Statement and Commentaries (p. 51)