Investigating Teachers’ Positioning on Emergent Bilinguals While Implementing Mathematical Modeling in Situated PD

• In Event: Enhancing Mathematics Instruction for Multilingual Learners: Exploring Dilemmas and Discussing Next Steps in Teacher Learning

Abstract

Purposes
This research explores how secondary mathematics teachers can change their positioning and practices for Emergent Bilinguals (EBs, a.k.a. English Learners) through teacher-researcher collaboration while implementing effective mathematical modeling instructions for EBs. This presentation will address two dilemmas encountered during the research: (1) While positioning theory helps analyze teachers' perspectives on EBs, it lacks practical guidance for fostering supportive learning environments; and (2) The complexity of the EB population and language diversity requires adaptable strategies, depending on classroom demographics and linguistic resources.

Theoretical Framework
This study utilized positioning theory, which examines “local moral orders as ever-shifting patterns of mutual and contestable rights and obligations of speaking and acting” (Harré & Langenhove, 1999). Teachers’ positioning can significantly influence learning environments and students' participation (Yamakawa, 2014). EBs often face inequitable positioning due to limited English proficiency (Pinnow & Chval, 2014). Teachers’ approaches and interactions with EBs, influenced by their positioning, affect EBs’ participation (Yoon, 2008). In mathematics education, changing how math is discussed and perceived is crucial (Wagner & Herbel-Eisenmann, 2009). Positioning EBs as competent contributors increases their participation (Pinnow & Chval, 2015; Yoon, 2008).

Methods, Data Sources, and Analysis
This study involved collaboration with seven EB-only Algebra 1 and Pre-algebra teachers and their students in urban high schools over three years. We adapted Dan Meyer’s 3-Act Task into a 5-Act Task to enhance cultural contexts and linguistic support for EBs. Co-planning and co-teaching sessions were recorded, transcribed, and coded, along with teacher and student interviews. We developed a coding manual for positioning analysis, which was revised multiple times. All transcriptions were coded and analyzed to identify emerging themes.

Results and Discussions
Preliminary analysis shows teachers positioning themselves as supporters of EBs, frequently employing linguistic supports like revoicing and restatement. These strategies often became routine, sometimes unintentionally lowering the cognitive demand of tasks. While teachers consistently saw EBs as competent problem solvers, they less frequently recognized them as cultural contributors, indicating context-dependent acknowledgment. Teachers’ acceptance or rejection of research-based strategies could be influenced not only by their views on EBs but also by factors like lack of resources (e.g., Google Translate not supporting certain languages) or the proportion of EBs (e.g., only one student speaking Vietnamese).

Significance
While positioning theory offers detailed insights into teacher discourse and views on EBs, this research also highlights the dilemmas and challenges faced in teaching EBs. This presentation will open a meaningful discussion about the limitations and challenges of using positioning theory and other frameworks in EB-related research. The discussion can enhance and expand our research capacity and practical support for culturally and linguistically diverse students in seeking best practices for them. In doing so, this presentation will raise awareness of deficit- and asset-based views on EBs, contributing to the improvement of teacher education.

Authors

• Jiyeong Joann Yi, Iowa State University

• Jasmine Sourwine, Iowa State University