Mathematics Instruction in Dual Language Classrooms

Theory and Research That Informs Practice

Edited by:
Marco A. Bravo, Santa Clara University
Kip Téllez, University of California, Santa Cruz

A volume in the series: Research in Bilingual Education. Editor(s): Mileidis Gort, University of Colorado Boulder.

Published 2024

Language and culture play a critical role in the teaching of mathematics and this role intensifies when considering the teaching of mathematics in dual language classrooms. This book unpacks lessons learned from socio-cultural theory being applied to research of the teaching of mathematics to Emergent Bilinguals with the end of informing practice. Utilizing a socio-cultural lens, authors present the possibilities and limits of the teaching of mathematics in dual language programs (90/10; 50/50 models). Themes of translanguaging, disciplinary literacy instruction, and culturally responsive instruction are leveraged to test the potential of these constructs to assist Spanish/English Emergent Bilinguals access rigorous mathematics content. Authors also present limits to these models, as often they can overshadow the mathematics learning. We embrace a stance where language and literacy are seen as tools for content area learning and not as ends unto themselves.

CONTENTS
 Foreword, Magaly Lavadenz. Introduction: Speaking the Language of Mathematics in Dual Language Settings, Kip Téllez and Marco A. Bravo. PART I: LANGUAGE, LITERACY, AND CULTURE IN MATHEMATICS CLASSROOM: RESEARCH-BASED PRACTICES. “¿Que va a Pasar?” Exploring Middle School Bilingual Students’ Algebraic Thinking and Translanguaging in Programming Tasks, Sylvia Celedón-Pattichis, Carlos López Leiva, Phuong Tran, and Marios S. Pattichis. Writing in Support of Mathematical Understanding for Emergent Bilingual Learners, Marco A. Bravo and Maria Valencia-Orozco. Bids for Linguistic Capital Through Translanguaging During Spanish and English Mathematics Instruction in Dual Language Classrooms, Jolene Castillo Gregory. The Symbiotic Relationship Between Language and Mathematics: Bootstrapping Writing, Discourse, and Mathematics in Dual Language Programs, Carmina Mendoza. PART II: SUPPORTING DUAL LANGUAGE TEACHERS WITH MATHEMATICS INSTRUCTION. Teacher Beliefs Toward Bilingual Instruction in Mathematics, Eduardo Mosqueda, Rachael Dektor, and Stephanie E. Hertel. The Effects of a Novel Teacher Professional Development Model on Student Achievement in Spanish/English Dual Language Programs, Xia Yuzhu, Liana Balloffet, and Kip Téllez. Teacher Professional Learning in Dual Language Programs, Adria Patthoff. ”Ahora ya se que hacer”: How Translanguaging Mediates Bilingual Teacher Candidate Reflections and Teaching of Mathematics, Jorge L. Solís, Brenda Sarmiento-Quezada, and Lina Martin Corredor. PART III: FAMILY ENGAGEMENT. Recognizing and Embracing Parents’ Rich Mathematics Backgrounds, Kathleen Stoehr and Briana Bravo. ‘To keep nuestra cultura’: Math, Language, and the Importance of Bilingual Spaces for Bilingual and Latinx Parents, Brenda Sarmiento-Quezada.