Language of learning and teaching in schools: an issue for research in mathematics teacher education?

Chitera, Nancy

doi:10.1007/s10857-010-9167-3

Cited by 24 publications

(14 citation statements)

References 4 publications

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“…Research does not necessarily support this assumption. PSTs who speak the language of their students are not necessarily readily able to use that language effectively when teaching mathematics (Vomvoridi-Ivanović, 2012), and they may feel uncomfortable teaching in that language because of a lack of academic language or because of societal norms that uphold English as the language of schooling (Chitera, 2011; Thornton, Giles, Prescott, & Rhodes, 2011). The continued dominance of English in schools has resulted in “an environment where maintaining a language other than English is considered an obstruction to developing proficiency in English” (Vomvoridi-Ivanović, 2012, p. 105).…”

Section: Resultsmentioning

confidence: 99%

“…The continued dominance of English in schools has resulted in “an environment where maintaining a language other than English is considered an obstruction to developing proficiency in English” (Vomvoridi-Ivanović, 2012, p. 105). In response to bilingual PSTs’ lack of preparation to use their L1 resources, researchers (e.g., Chitera, 2011; Thornton et al, 2011; Vomvoridi-Ivanović, 2012) have suggested that programs include coursework to address the connections between language and mathematics and work to support bilingual PSTs’ in expanding their academic language in L1.…”

Section: Resultsmentioning

confidence: 99%

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English Learners in K–12 Mathematics Education: A Review of the Literature

Araujo

Roberts

Willey

et al. 2018

Review of Educational Research

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Alongside the increased presence of students classified as English learners (ELs) in mathematics classrooms exists a persistent pattern of the marginalization of ELs. Educators have sought research to identify how to provide ELs with high-quality mathematics education. Over the past two decades, education researchers have responded with increased attention to issues related to the teaching and learning of mathematics with ELs. In this review we analyzed literature published between 2000 and 2015 on mathematics teaching and learning with K-12 ELs. We identified 75 peer-reviewed, empirical studies related to the teaching and learning of mathematics with ELs in Grades K-12 and categorized the studies by focus (Learning, Teaching, and Teacher Education). We synthesize the results of these studies through the lens of a sociocultural perspective on language in mathematics. We then discuss avenues for future research and calls to action based on the extant body of literature.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

English Learners in K–12 Mathematics Education: A Review of the Literature

Araujo

Roberts

Willey

et al. 2018

Review of Educational Research

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“…It is revealing, however, that much of the research on language diversity and mathematics learning is centered on the problems faced by certain groups of "linguistically diverse" students, rather than the opportunities. The increasing amount of studies embedded in the language-asresource approach (e.g., Chitera, 2011;Moschkovich, 2002;Planas & Civil, 2013;Turner & Celedón-Pattichis, 2011) marks the start of a closer look at possibilities and challenges. I argue that to better understand the dynamic nature of learning opportunities, there is a need to relate the language-as-resource approach to the exploration of students' difficulties with (one of) their languages while doing mathematics.…”

Section: Introductionmentioning

confidence: 99%

One speaker, two languages: Learning opportunities in the mathematics classroom

Planas

2014

Educ Stud Math

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The data reported in this article come from a large project whose goal was to explore how Latin American students in Catalonia, Spain use their two languages-Spanish and Catalan-to support their learning of mathematics in small groups with other students who are Spanish-or Catalandominant. For 5 years, lessons from bilingual mathematics classrooms in three public secondary schools were video-recorded and transcribed. In the presentation of findings, I discuss three language practices that emerged from the analyses of several classroom instances as follows: (1) caution with mathematical vocabulary, (2) invention of terms, and (3) word-for-word translation. One example is chosen to represent each practice and some of its situated effects. The first two examples support the view that the experience of language difficulties, either real or presumed, contributes to generating opportunities that may be beneficial to mathematics learning. The third example, where the focus on the mathematics is hindered, points to a contrasting finding. Unlike other studies in the field, which have reported the difficulties and obstacles that arise in learning and teaching due to bilingualism in the classroom, I propose a change of focus through the conceptualization of language as a potential for thinking and doing, and particularly for learning and teaching mathematics.

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“…Translation can also be particularly important in solving "word" problems, which require more than just cognitive skills. An important challenge with translation, however, is to ensure that it does not lead to mistranslation of the intended mathematical meanings (Chitera, 2011;Halai, 2009;…”

Section: Translationmentioning

confidence: 99%

“…One of the greatest challenges encountered by mathematics students in multilingual classroom settings (that is, contexts in which students from varied linguistic backgrounds are taught the same curriculum materials by the same teacher in the same classroom at the same time) is that of linguistic alienation from the classroom discourse. When they lack fluency and proficiency in the language of teaching and learning, students are particularly disadvantaged with respect to their ability to listen with understanding, to comprehend the written word, to express themselves orally and in writing (Chitera, 2011;Morris, 1978), and to develop conceptual understanding of the mathematical concepts and procedures. In the early years of schooling, a discontinuity between students' dominant language or mother tongue and the language of teaching and learning usually translates into a mismatch between the students' background knowledge and the new content being presented in school (Coleman, 2010;Dutcher & Tucker, 1997;Malekela, 2003;UNESCO, 2003).…”

Section: Introductionmentioning

confidence: 99%