Transmodalising for Equitable Mathematics Instruction for Multilingual Classroom
Abstract
This paper introduces a repertoire of practice called transmodalising to support discursive practices in the multilingual mathematics classroom. Using the transmodal framework, we describe a classroom vignette of a mathematics classroom using translanguaging and transmodalising that promoted discursive practices and equitable access to rigorous mathematics for emergent bilingual learners. Our discussion highlights the ways in which transmodalising practices align with research-based recommendations for mathematics instruction for English learners (ELs) by treating language as a resource, supporting ELs’ participation in mathematical discussions while learning English, and drawing on all meaning-making resources, including home languages, multimodal tools, and out-of-school experiences.
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