What Do Teachers Need to Know to Support Academic Literacy in Mathematics for English Learners?

• In Event: 75.044 - Teaching Academic Content to English Language Learners in the Context of New Common Standards

Abstract

This presentation uses a socio-cultural conceptual framework to describe what teachers need to know about academic literacy in mathematics for ELs. The paper defines academic literacy in mathematics as three integrated components: mathematical proficiency (Kilpatrick et al 2001), mathematical practices (Moschkovich, 2013), and mathematical discourse (Moschkovich, 2007). The presentation provides examples of these three components during mathematical activity showing learners coordinating multiple modes and symbol systems, using situated meanings, and drawing from everyday and academic registers as resources. The presentation describes how teachers can use this integrated view of academic literacy in mathematics for ELs, arguing that the three components of academic literacy in mathematics should not be separated when teaching mathematics to ELs.

A socio-cultural perspective 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 learner 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.

The presentation provides summary descriptions of each component of academic literacy in mathematics. The analysis of a classroom discussion will illustrate these three components and show how they are intertwined during mathematical activity, using the following questions:
• How are students participating in mathematical proficiency, practices, and discourse? This focus question shows the complexity of academic literacy in mathematics.
• What resources and sign systems do students use to communicate mathematically? This focus question illuminates how academic literacy in mathematics is multimodal and multi-semiotic.
• What are the situated meanings of words and phrases? This focus question illuminates how mathematical meanings are not static but instead situated in the socio-cultural context of a discussion.

The analysis shows how the three components--- mathematical proficiency, mathematical practices, and mathematical discourse---cannot be separated when analyzing tasks and how the three components function together during student activity. The examples illustrate how learners negotiate situated meanings and coordinate meanings with ways of viewing inscriptions. The analysis also illustrates how learners draw on multiple resources---modes of communication, symbol systems, as well as both everyday and academic registers.

The view of academic literacy in mathematics presented here has important implications for mathematics instruction and the preparation of content teachers to teach ELs. 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 function together during mathematical activity, instruction for ELs should not address academic language as an isolated goal, but integrate mathematical proficiency, practices, and discourse whenever possible. Instruction should also include the full spectrum mathematical proficiency, balancing computation fluency, conceptual understanding, and reasoning. And lastly, instruction should implement a complex view of mathematical discourse.

Author

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