Culturally Sustaining Systemic Functional Linguistics Praxis in Mathematics Classrooms for Newly Arrived High School Multilingual Learners

• In Event: Examining the Intersectionalities of Mathematics and Languages

Abstract

Mathematics teachers working with newly arrived multilingual learners (NMLs) often struggle to align instruction with the Common Core State Standards for Mathematics and the National Council of Teachers of Mathematics, both of which emphasize integrating disciplinary understanding with literacy. To support these educators, this conceptual paper presents pedagogical approaches informed by Culturally Sustaining Systemic Functional Linguistics (CS SFL), implemented in a high school newcomer center in the southeastern U.S. The tenets of our framework includes: (1) an SFL-informed, embodied 3M Teaching and Learning Cycle to foster genre and register awareness; (2) connecting students’ everyday practices with conceptual and procedural mathematical understanding; and (3) using cultural conversations and translanguaging to empower learners and support meaningful mathematical engagement.

Authors

• Seon Ja Chang, University of Georgia

• Khanh Bui, University of Georgia

• Ruth Harman, University of Georgia