Boxed In: Barriers to Open-Ended English Learner–Focused Instructional Innovations in Elementary STEM Classrooms

• In Event: 64.050 - Full STEAM Ahead: Equitable Practices for Math and Science Educators

Abstract

The importance of academic language in mathematics instruction is well documented. Moschkovich’s (2013) guidelines for equitable mathematics teaching prioritize opportunities for broader participation in specific mathematic discourse practices to ensure equitable outcomes for English learners. Using focus groups, individual interviews, and observations this qualitative inquiry explores the ways in which elementary school teachers (1) conceptualize language in mathematics, (2) describe professional development (PD) opportunities emphasizing language development in mathematics, and (3) articulate the challenges they face incorporating language into mathematics instruction. In line with Horn’s (2018) framework of NCLB as learning design, findings highlight how various accountability-centric practices constrain equitable instruction, manifested as a lack of time.

Authors

• Jasmine Joy Welch-Ptak, The University of Texas at Austin

• Rebecca M. Callahan, The University of Texas at Austin

• Sneha Tharayil, The University of Texas at Austin