Teacher Translanguaging Beliefs and Functions in Dual-Language Mathematics Classrooms

• In Event: AERA Roundtable Session 10
  In Roundtable Session: Studying and Supporting Teachers' Support of English Learners

Abstract

Many researchers and theorists are promoting the academic advantages of translanguaging. However, teachers’ beliefs and practices are determinant of what happens in the classroom and directly influences student learning. This study sought to understand 14 dual language elementary teachers’ beliefs and practices of translanguaging. It explored the teachers own translanguaging in mathematics, the functions it served and the alignment between their beliefs and practice. The design aimed to reduce inconsistencies found in previous studies and broaden understanding of translanguaging in lesser studied contexts. The findings indicate teachers’ primarily recognize the academic functions of translanguaging. In contrast their practice is primarily for social functions. This suggests a necessary reevaluation of the purposes of translanguaging and the associated pedagogical and research implications.

Author

• Jolene Castillo, Denver Public Schools