Enhancing Opportunities for Developing Language While Learning Mathematics: Classroom Discourse and Positioning Practices

• In Event: From District Leaders to Classroom Discourse: Policies and Practices in Multilingual Learner Education

Abstract

Our study draws upon research investigating mathematical discourse, sociocultural perspectives and positioning theory to examine the ways teachers may offer access to mathematics discussions and position multilingual students as thriving participants. We focus on the case of two elementary school teachers who are part of our larger design-based research implementing a professional learning model with teachers and caregivers to transform mathematics learning opportunities for MLLs. Analyzing classroom discourse in video-recorded observations across the school year, our findings offer a window into the ways that teachers positioned MLLs and cultivated opportunities for students to participate in rich discourse practices that enhanced students’ linguistic and mathematical repertoires. We offer implications for more equitable mathematics and language learning opportunities in elementary classrooms.

Authors

• Melinda E. Martin-Beltran, University of Maryland

• Beatriz E. Quintos, University of Maryland

• Erin Turner, University of Arizona