Students' Participation in Classroom Discourse and Language Ideologies in Multilingual Secondary Math Classrooms

• In Event: Middle and High School Mathematics Discourse: Creating Learning Opportunities

Abstract

In multilingual settings, students’ participation in discussions may be shaped by their proficiency in the dominant language(s), as well as students’ and teachers’ perceptions of what language(s) are valued in the classroom. This paper examines how participants’ tacit perceptions about language--language ideologies (LI)--influenced patterns of participation in a multilingual ninth grade math classroom. This case study focuses on one group of Spanish-speaking students who participated in a class that was taught primarily in English. Using LI as an analytical lens, we present an explanatory case that unpacks how the students’ and teachers’ perceptions of language shaped observed patterns of interactions. We close by considering the significance of this work for future research and potential implications for practice.

Authors

• William C. Zahner, San Diego State University

• Ernesto Daniel Calleros, San Diego State University

• Kevin Pelaez, Duo Security

• Jose Parra, San Diego State University

• April Zuniga, San Diego State University

• Perla Abeldaño, San Diego State University