We Are the Spanish Teachers, and We Know Mathematics

• In Event: Examining the Intersectionalities of Mathematics and Languages

Abstract

This study examines how elementary bilingual mathematics teachers in a math-focused professional development (PD) program for dual language (DL) teachers, specifically those labeled as “Spanish teachers,” redefine their professional identities within a linguistically affirming PD context. Grounded in Wenger’s theory of communities of practice (CoP), this study analyzes a focus group discussion with six teachers in a U.S.–Mexico border district PD program with flexibility of language used (e.g., Spanish, English, and Translanguaging). Through thematic analysis, we found that teachers collectively reframed the label “Spanish teacher” into a source of pride and competence. They asserted the legitimacy of teaching mathematics in Spanish by comparing their resources and strengths with those of their monolingual peers.

Authors

• Mariana Alvidrez, New Mexico State University

• Lidia Herrera-Rocha, EDVantage Analytics LLC

• Jennifer Osuna, Stanford University