Tending to Both Languages: How Language Policies and Assessments Informed Mathematics Instruction in Dual-Language Programs

• In Event: Sheraton Roundtable Session Ten
  In Roundtable Session: Language Ideologies and Perspectives in Multilingual Programs and Policy (Table 14)

Abstract

This study explores how dual language and bilingual teachers’ decision-making was shaped by language policies, accountability policies, and standardized assessments. The study elucidates the ways that third and fourth grade teachers in California and Texas (N=17) were balancing accountability policies and assessments that sat in opposition to working within a dual language context as they made decisions for mathematics instruction. In particular, teachers contended with the tension when the language of instruction was different from the language of assessment. These findings raise the need for coherence across departments that maintains the integrity of dual language programs and implementations of mathematics curriculum that are student-centered while meeting accountability policies.

Author

• Rosa Chavez, Texas Tech University
  Presenting Author