A Sociocultural Approach to Academic Literacy in Mathematics for Adolescent English Language Learners

• In Event: New Approaches to Academic Literacies for Adolescent English Language Learners

Abstract

This paper uses a socio-cultural perspective to define academic literacy in mathematics for adolescent English language learners (ELLs). I define academic literacy in mathematics by considering three integrated components: mathematical proficiency, mathematical practices, and mathematical discourse (Moschkovich, 2008). I provide examples of these components during mathematical activity and illustrate (a) their integrated nature, and (b) the situated and hybrid nature of academic literacy in mathematics. In closing, I describe key characteristics of classroom environments that provide opportunities for ELLs to develop academic literacy in mathematics.

A socio-cultural conceptual framework on academic literacy in mathematics brings some central framing assumptions. First, mathematical activity is mediated by language, signs, and social interaction. Second, the focus is on the potential for progress in what learners say and do, not on deficiencies or misconceptions. A socio-cultural perspective also expands academic literacy in mathematics beyond simplified views of mathematics as numbers and language as words. From this perspective, academic literacy in mathematics includes not only mathematical knowledge but also mathematical practices and mathematical discourse.

I use discourse analysis to illustrate the interrelatedness among the there components of academic literacy in mathematics (mathematical proficiency, practices, and discourse) during mathematical activity. Students in classrooms were recorded as they solved and discussed mathematical problems. The data were analyzed using questions adapted from Gee (1999).

This paper shows how a socio-cultural conceptual framework broadens notions of academic literacy in mathematics, expanding it beyond competence is using words and computation. The analyses demonstrate that: a) the three components of academic literacy in mathematics cannot be separated when analyzing tasks, b) the three components function together during student activity, and c) academic literacy in mathematics is both situated and hybrid. The examples illustrate that learners negotiated situated meanings for words and phrases that were grounded in the local socio-cultural setting and coordinated with ways of viewing inscriptions (Moschkovich, 2008). The examples also illustrate how academic literacy in mathematics is hybrid in the sense that learners draw on multiple resources: modes of communication, symbol systems, and both everyday and academic registers.

The view of academic literacy in mathematics presented here has important implications for mathematics instruction. First, instruction needs to consider not only cognitive aspects of mathematical activity—mathematical reasoning, thinking, concepts, and metacognition—but also sociocultural aspects—participation in mathematical practices—and discursive aspects—participation in mathematical discourse. Most importantly, because these three components of academic literacy in mathematics function together during mathematical activity, instruction intended to support academic literacy in mathematics for ELLs should not address academic language as an isolated goal, but integrate mathematical proficiency, practices, and discourse whenever possible. The first step in making these shifts in instruction is to develop an expanded view of academic literacy in mathematics as proposed in this paper.

References
Gee, J. (1999). An introduction to Discourse analysis: Theory and method. New York: Routledge.
Moschkovich, J. N. (2008). “I went by twos, he went by one:” Multiple interpretations of inscriptions as resources for mathematical discussions. The Journal of the Learning Sciences, 17(4), 551-587.

Author

• Judit N. Moschkovich, University of California - Santa Cruz