Latinx Bilingual Prospective Teachers Renegotiate Language Communities in Mathematics Teaching Practices

Autor/inn/en	LópezLeiva, Carlos Alfonso; Vomvoridi-Ivanovic, Eugenia; Willey, Craig J.
Titel	Latinx Bilingual Prospective Teachers Renegotiate Language Communities in Mathematics Teaching Practices
Quelle	In: Journal of Latinos and Education, 21 (2022) 1, S.2-23 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2019.1612396
Schlagwörter	Preservice Teachers; Bilingual Students; Mathematics Teachers; Mathematics Instruction; Spanish Speaking; Teacher Competencies; Bilingual Education; Hispanic American Students; Communities of Practice; English Language Learners; Clubs; Adolescents; Elementary Secondary Education; Language Usage + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Lehrkunst; Bilingual teaching; Bilingualer Unterricht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Community; Club; Klub; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sprachgebrauch
Abstract	The preparation of bilingual prospective teachers (BPTs) in mathematics encompasses a challenge because many U.S.-born BPTs had limited opportunities to learn mathematics in their native language, in this case, Spanish. Consequently, BPTs feel ill-prepared to teach mathematics bilingually. This study describes the experiences of seven Latinx BPTs facing this challenge. A language socialization framework and the analysis of mathematics teaching practices through BPTs' beliefs, goals, and actions prior to and during a language shift reveal links to non- and re-negotiated Imagined Learning Communities. The relevance and necessity of teaching translingual identities and practices in mathematics education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01