"It's How We Get Along" -- Translanguaging in Middle-School Mathematics Class

Autor/in	Mackinney, Erin
Titel	"It's How We Get Along" -- Translanguaging in Middle-School Mathematics Class
Quelle	In: TESL-EJ, 26 (2022) 3, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mackinney, Erin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Mathematics Instruction; Teaching Methods; English (Second Language); Second Language Learning; Native Language; Language Usage; Code Switching (Language); Classroom Communication; Middle School Students; Bilingualism; Bilingual Schools; Spanish; Teacher Student Relationship; Hispanic American Students; Learning Processes; Student Characteristics; Bilingual Education Programs; Self Concept; Florida (Miami) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachgebrauch; Klassengespräch; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Bilingualismus; Bilingual scholl; Bilinguale Schule; Spanisch; Teacher student relationships; Lehrer-Schüler-Beziehung; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; Learning process; Lernprozess; Selbstkonzept
Abstract	This article explores the translanguaging practices of five middle-school emergent bilinguals in mathematics. Situated in a Spanish-English dual language school in Miami, Florida, this ethnographic case study utilized student shadowing as the principal method of data collection. Data sources included six months of classroom observations, students' mathematics work, and interviews with students and their mathematics teachers. Findings illustrate how translanguaging was not a random, haphazard experience among participants; rather students and their teachers transcended modes in a dynamic way that reflected their personal histories as members of Spanish-speaking families, as Latinas/os living in Miami, as members of a dual language school, and as individuals with different mathematics histories. This research underscores the multimodal aspects of translanguaging that students used to make sense of their mathematics learning. It highlights translanguaging as an asset-based pedagogy in its recognition of students' funds of linguistic knowledge. Pedagogical implications are provided for the teaching and learning of mathematics among emergent bilinguals. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01