Translanguaging Pedagogy in Elementary Mathematics

Autor/inn/en	Willging, Tara M.; de Oliveira, Luciana C.
Titel	Translanguaging Pedagogy in Elementary Mathematics
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 116 (2023) 8, S.586-591 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Mathematics Education; Elementary School Mathematics; Language Usage; Code Switching (Language); Bilingual Students; English (Second Language); Language Teachers; Inclusion + Suchen Sie Ihr Suchwort? Mathematische Bildung; Elementare Mathematik; Schulmathematik; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Inklusion
Abstract	Understanding and communicating through language is necessary for all content areas, but often it is limited to explicit instruction during English language arts lessons. Pedagogical translanguaging is an instructional approach that promotes multilingualism as a dynamic system. It is an asset-based approach that builds on students' range of language choices for comprehension and expression. One of the author's practice advocates for having high expectations of multilingual students learning foundational mathematics in the primary grades. Drawing on this notion and the other author's practice as an English for speakers of other languages (ESOL) teacher, they describe experiences with two multilingual learners and their translanguaging practices. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01