Research-Practice Partnerships in Dual Language Settings: Spanish Oral Language Progressions in Mathematics for Multilingual Learners

• In Event: AERA Roundtable Session Saturday 3:45 pm - Gold 3
  In Roundtable Session: Languages and languaging within technical and adaptive contexts: STEM revisited

Abstract

Growing evidence suggests that Research-Practice Partnerships (RPPs) address practical challenges across educational ecosystems. This study focused on academic Spanish oral language progressions in TK–2 dual language mathematics classrooms using Cognitively Guided Instruction (CGI). We apply sociocultural and asset-based integrated language learning theories, RPP effectiveness dimensions, and participatory action research mixed-methods design. Analysis of 29 paired pre/post mathematics language samples revealed statistically significant gains (p < 0.01). Qualitative findings showed teachers’ increased understanding of language standards and CGI questioning to extend student discourse. Findings highlight the importance of RPP teams learning and leading together and suggest that RPPs can foster teacher-researcher agency, alongside administrators and university partners, to shape practice that informs policy for Multilingual learners (MLs).

Authors

• Elvira G. Armas, Loyola Marymount University

• Magaly Lavadenz, Loyola Marymount University

• Kaivan Yuen, Montebello Unified School District

• Linda R. G. Kaminski, Loyola Marymount University