Literaturnachweis - Detailanzeige
Autor/inn/en | LópezLeiva, Carlos Alfonso; Vomvoridi-Ivanovic, Eugenia; Willey, Craig J. |
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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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |