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| Autor/in | Garza Ayala, A. |
|---|---|
| Titel | At the Intersection of Culture, Bilingualism, and Mathematics: Breaking Language Norms in a Seventh-Grade Dual-Language Classroom for Biliteracy Development |
| Quelle | In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 6, S.2109-2123 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Garza Ayala, A.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1367-0050 |
| DOI | 10.1080/13670050.2020.1859984 |
| Schlagwörter | Bilingual Education; Mathematics Instruction; Grade 7; Multiple Literacies; Code Switching (Language); Translation; Language Attitudes; Educational Practices; Instructional Innovation; Linguistics; Texas |
| Abstract | As it is a common practice in Dual Language Education (DLE) classrooms throughout the United States, language separation tends to be a planning policy that is usually enforced by curriculum designers, school administrators, and bilingual teachers. However, research has shown that DLE teachers and students have the potential of teaching and learning "bilingually" in their own terms. Using theoretical perspectives from Anthropolitical Linguistics coupled with Ruíz's seminal work on language as problem, resource, and right; and other socio-cultural frameworks, this paper presents an ethnographic case of a seventh-grade DLE mathematics classroom, and examines how the members of this mathematics community use their bilingual abilities in a flexible way; which in turn, influence the development of mathematics biliteracies. Drawing from a larger ethnographic project, this study shows how the members of a bilingual mathematics community of practice break language norms, which prevail in DLE classrooms, to promote mathematics biliteracies. Findings suggest that using a 'translanguaging' approach in DLE classrooms is an effective way for teaching and learning mathematics with a biliteracy approach. Some implications for schools, teachers, and teacher educators 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 |
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