What language demands count in subject-matter classrooms?
References
- Adler, J. (1995). Dilemmas and a paradox: Secondary mathematics teachers’ knowledge of their teaching in multilingual classrooms. Teaching and Teacher Education, 11(3), 263–274.10.1016/0742-051X(94)00034-4
- Banegas, D. L. (2012). Integrating content and language in english language teaching in secondary education: models, benefits, and challenges. Studies in Second Language Learning and Teaching, 2(1), 111-136.10.14746/ssllt.2012.2.1.6
- Bass, H., & Ball, D. L. (2004). A practice-based theory of mathematical knowledge for teaching: The case of mathematical reasoning. In W. Jianpan & X. Binyan (Eds.), Trends and challenges in mathematics education (pp. 107–123). Shanghai: East China Normal University Press.
- Briggs, J. G., Dearden, J., & Macaro, E. (2018). English medium instruction: Comparing teacher beliefs in secondary and tertiary education. Studies in Second Language Learning and Teaching, 8(3), 673-696.10.14746/ssllt.2018.8.3.7
- Bromme, R. (1992). Der Lehrer als Experte. Bern: Huber.
- Bromme, R. (2001). Teacher expertise. In N. J. Smelser & P. B. Baltes (Eds.), International encyclopedia of the social and behavioral sciences (pp. 15459–15465). Amsterdam: Elsevier.
- Bunch, G. C. (2013). Pedagogical Language Knowledge: Preparing Mainstream Teachers for English Learners in the New Standards Era. Review of Research in Education, 37(1), 298–341.10.3102/0091732X12461772
- Byrnes, D. A., Kiger, G., & Manning, M. L. (1997). Teachers’ attitudes about language diversity. Teaching and Teacher Education, 13(6), 637–644.10.1016/S0742-051X(97)80006-6
- Cummins, J. (1986). Language proficiency and academic achievement. In J. Cummins & M. Swain (Eds.), Bilingualism in education: aspects of theory, research and practice (pp. 138–161). London: Longma.
- CCSS (National Governors Association Center for Best Practices, Council of Chief State School Officers) (2010). Common core state standards for mathematics. Washington, DC: CCSS.
- den Brok, P., van Eerde, D., & Hajer, M. (2010). Classroom interaction studies as a source for teacher competencies: the use of case studies with multiple instruments for studying teacher competencies in multicultural classes. Teachers and Teaching, 16(6), 717–733.10.1080/13540602.2010.517689
- Erath, K., Prediger, S., Quasthoff, U. & Heller, V. (2018). Discourse competence as important part of academic language proficiency in mathematics classrooms: The case of explaining to learn and learning to explain. Educational Studies in Mathematics, 99(2), 161–179.10.1007/s10649-018-9830-7
- Grossman, P. L., Smagorinsky, P., & Valencia, S. (1999). Appropriating Tools for Teaching English: A Theoretical Framework for Research on Learning to Teach. American Journal of Education, 108(1), 1–29.10.1086/444230
- Hajer, M. (2006). Inspiring teachers to work with content-based language instruction – stages in professional development. In I. Lindberg & K. Sandwall (Eds.), Språket och kunskapen (pp. 27–46). Gothenburg: Institutet för Svenska som Andraspråk.
- Hajer, M., & Norén, E. (2017). Teachers’ Knowledge about Language in Mathematics Professional Development Courses. EURASIA Journal of Mathematics, Science and Technology Education, 13(7b), 4087–4114.
- Haworth, P. (2008). Crossing borders to teach English language learners. Teachers and Teaching, 14(5-6), 411–430.10.1080/13540600802583598
- Kelly, A. (1955). The psychology of personal constructs. New York: Norton.
- Lucas, T. & Grinberg, J. (2008). Responding to the linguistic reality of mainstream classrooms: Preparing all teachers to teach English language learners. In M. Cochran-Smith, S. Feiman-Nemser & J. McIntyre (Eds.), Handbook of research on teacher education (pp. 606–636). Mahwah: Lawrence Erlbaum.
- Lucas, T., & Villegas, A. M. (2013). Preparing Linguistically Responsive Teachers: Laying the Foundation in Preservice Teacher Education. Theory Into Practice, 52(2), 98–109.10.1080/00405841.2013.770327
- Lyon, E.G., (2013). What about language while equitably assessing science? Case studies of preservice teachers’ evolving expertise. Teaching and Teacher Education, 32(Supplement C), 1–11.10.1016/j.tate.2012.12.006
- McLeman, L., Fernandes, A. & McNulty, M. (2012). Regarding the Mathematics Education of English Learners: Clustering the Conceptions of Preservice Teachers. Journal of Urban Mathematics Education, 5(2), 112–132.
- Morris, A. K., Hiebert, J., & Spitzer, S. M. (2009). Mathematical knowledge for teaching in planning and evaluating instruction. Journal for Research in Mathematics Education, 40(5), 491–52910.5951/jresematheduc.40.5.0491
- Moschkovich, J. (2013). Principles and Guidelines for Equitable Mathematics Teaching Practices and Materials for English Language Learners. Journal of Urban Mathematics Education, 6(1), 45–57.
- Moschkovich, J. (2010). Recommendations for Research on Language and Mathematics Education. In J. Moschkovich (Ed.), Language and Mathematics education (pp. 1–28). Charlotte: Infomation Age.
- Moschkovich, J. (2015). Academic literacy in mathematics for English Learners. Journal of Mathematical Behavior, 40(A), 43–62.10.1016/j.jmathb.2015.01.005
- Prediger, S. (2019). Investigating and promoting teachers’ expertise for language-responsive mathematics teaching. Mathematics Education Research Journal, 31(4), 367–392. doi.org/10.1007/s13394-019-00258-110.1007/s13394-019-00258-1
- Prediger, S., Şahin-Gür, D., & Zindel, C. (2018a). Are Teachers’ language views connected to their diagnostic judgments on students’ explanations? In E. Bergqvist, M. Österholm, C. Granberg, & L. Sumpter (Eds.), Proceedings of the 42nd Conference of PME (Vol. 4, pp. 11–18). Umeå: PME.
- Prediger, S., Wilhelm, N., Büchter, A., Gürsoy, E., & Benholz, C. (2018b). Language proficiency and mathematics achievement – Empirical study of language-induced obstacles in a high stakes test, the central exam ZP10. Journal für Mathematik-Didaktik, 39(Supp. 1), 1–26.10.1007/s13138-018-0126-3
- Radford, L., & Barwell, R. (2016). Language in mathematics education research. In A. Gutiérrez, G. Leder, & P. Boero (Eds.), The second handbook of research on the psychology of mathematics education (pp. 275–313). Rotterdam: Sense.
- Schleppegrell, M. J. (2007). The Linguistic Challenges of Mathematics Teaching and Learning: A Research Review. Reading & Writing Quarterly, 23(2), 139–159.10.1080/10573560601158461
- Schoenfeld, A. H. (2010). How we think. A theory of educational decision making and its educational applications. New York: Routledge.10.4324/9780203843000
- Secada, W. G. (1992). Race, ethnicity, social class, language and achievement in mathematics. In D. A. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp. 623–660). New York: MacMillan.
- Sherin, M. G., & van Es, E. A. (2005). Using video to support teachers’ ability to notice classroom interactions. Journal of Technology and Teacher Education, 13(3), 475–491.
- Smit, J., & van Eerde, D. (2011). A teacher’s learning process in dual design research: learning to scaffold language in a multilingual mathematics classroom. ZDM - Mathematics Education, 43(6-7), 889–900.10.1007/s11858-011-0350-5
- Smit, J., Bakker, A., Eerde, D. v., & Kuijpers, M. (2016). Using genre pedagogy to promote student proficiency in the language required for interpreting line graphs. Mathematics Education Research Journal, 28, 457–478.10.1007/s13394-016-0174-2
- Snow, C. E., & Uccelli, P. (2009). The Challenge of Academic Language. In D. R. Olson & N. Torrance (Eds.), The Cambridge handbook of literacy (pp. 112–133). Cambridge: Cambridge University Press.
- Thürmann, E., Vollmer, H. J., & Pieper, I. (2010). Language(s) of Schooling: Focusing on vulnerable learners (Vol. 2). Strasbourg: Council of Europe.
- Turner, E., Roth McDuffie, A., Sugimoto, A., Aguirre, J., Bartell, T. G., Drake, C. et al. (2019, online first). A study of early career teachers’ practices related to language and language diversity during mathematics instruction. Mathematical Thinking and Learning, 1–27. doi.org/10.1080/10986065.2019.156496710.1080/10986065.2019.1564967
- Zahner, W., Velazquez, G., Moschkovich, J., Vahey, P., & Lara-Meloy, T. (2012). Mathematics teaching practices with technology that support conceptual understanding for Latino/a students. Journal of Mathematical Behavior, 31(4), 431–446.10.1016/j.jmathb.2012.06.002
DOI: https://doi.org/10.23770/rt1827 | Journal eISSN: 2616-7697
Language: English
Page range: 102 - 117
Published on: Jun 14, 2022
Published by: Gesellschaft für Fachdidaktik (GfD e.V.)
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year
Keywords:
Related subjects:
© 2022 Susanne Prediger, Dilan Şahin-Gür, Carina Zindel, published by Gesellschaft für Fachdidaktik (GfD e.V.)
This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 License.