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Using strengths-based approaches to support development in mathematics
It's time to re-imagine what's possible and celebrate the brilliance multilingual learners bring to today's classrooms. Innovative teaching strategies can position these learners as leaders in mathematics. Yet, as the number of multilingual learners in North American schools grows, many teachers have not had opportunities to gain the competencies required to teach these learners effectively, especially in disciplines such as mathematics. Multilingual learners-historically called English Language Learners-are expected to interpret the meaning of problems, analyze, make conjectures, evaluate their progress, and discuss and understand their own approaches and the approaches of their peers in mathematics classrooms. Thus, language plays a vital role in mathematics learning, and demonstrating these competencies in a second (or third) language is a challenging endeavor.
Based on best practices and the authors' years of research, this guide offers practical approaches that equip grades K-8 teachers to draw on the strengths of multilingual learners, partner with their families, and position these learners for success. Readers will find:
¿ A focus on multilingual students as leaders
¿ A strength-based approach that draws on students' life experiences and cultural backgrounds
¿ An emphasis on maintaining high expectations for learners' capacity for mastering rigorous content
¿ Strategies for representing concepts in different formats
¿ Stop and Think questions throughout and reflection questions at the end of each chapter
¿ Try It! Implementation activities, student work examples, and classroom transcripts
It's time to re-imagine what's possible and celebrate the brilliance multilingual learners bring to today's classrooms. Innovative teaching strategies can position these learners as leaders in mathematics. Yet, as the number of multilingual learners in North American schools grows, many teachers have not had opportunities to gain the competencies required to teach these learners effectively, especially in disciplines such as mathematics. Multilingual learners-historically called English Language Learners-are expected to interpret the meaning of problems, analyze, make conjectures, evaluate their progress, and discuss and understand their own approaches and the approaches of their peers in mathematics classrooms. Thus, language plays a vital role in mathematics learning, and demonstrating these competencies in a second (or third) language is a challenging endeavor.
Based on best practices and the authors' years of research, this guide offers practical approaches that equip grades K-8 teachers to draw on the strengths of multilingual learners, partner with their families, and position these learners for success. Readers will find:
¿ A focus on multilingual students as leaders
¿ A strength-based approach that draws on students' life experiences and cultural backgrounds
¿ An emphasis on maintaining high expectations for learners' capacity for mastering rigorous content
¿ Strategies for representing concepts in different formats
¿ Stop and Think questions throughout and reflection questions at the end of each chapter
¿ Try It! Implementation activities, student work examples, and classroom transcripts
Using strengths-based approaches to support development in mathematics
It's time to re-imagine what's possible and celebrate the brilliance multilingual learners bring to today's classrooms. Innovative teaching strategies can position these learners as leaders in mathematics. Yet, as the number of multilingual learners in North American schools grows, many teachers have not had opportunities to gain the competencies required to teach these learners effectively, especially in disciplines such as mathematics. Multilingual learners-historically called English Language Learners-are expected to interpret the meaning of problems, analyze, make conjectures, evaluate their progress, and discuss and understand their own approaches and the approaches of their peers in mathematics classrooms. Thus, language plays a vital role in mathematics learning, and demonstrating these competencies in a second (or third) language is a challenging endeavor.
Based on best practices and the authors' years of research, this guide offers practical approaches that equip grades K-8 teachers to draw on the strengths of multilingual learners, partner with their families, and position these learners for success. Readers will find:
¿ A focus on multilingual students as leaders
¿ A strength-based approach that draws on students' life experiences and cultural backgrounds
¿ An emphasis on maintaining high expectations for learners' capacity for mastering rigorous content
¿ Strategies for representing concepts in different formats
¿ Stop and Think questions throughout and reflection questions at the end of each chapter
¿ Try It! Implementation activities, student work examples, and classroom transcripts
It's time to re-imagine what's possible and celebrate the brilliance multilingual learners bring to today's classrooms. Innovative teaching strategies can position these learners as leaders in mathematics. Yet, as the number of multilingual learners in North American schools grows, many teachers have not had opportunities to gain the competencies required to teach these learners effectively, especially in disciplines such as mathematics. Multilingual learners-historically called English Language Learners-are expected to interpret the meaning of problems, analyze, make conjectures, evaluate their progress, and discuss and understand their own approaches and the approaches of their peers in mathematics classrooms. Thus, language plays a vital role in mathematics learning, and demonstrating these competencies in a second (or third) language is a challenging endeavor.
Based on best practices and the authors' years of research, this guide offers practical approaches that equip grades K-8 teachers to draw on the strengths of multilingual learners, partner with their families, and position these learners for success. Readers will find:
¿ A focus on multilingual students as leaders
¿ A strength-based approach that draws on students' life experiences and cultural backgrounds
¿ An emphasis on maintaining high expectations for learners' capacity for mastering rigorous content
¿ Strategies for representing concepts in different formats
¿ Stop and Think questions throughout and reflection questions at the end of each chapter
¿ Try It! Implementation activities, student work examples, and classroom transcripts
Über den Autor
Kathryn B. Chval, Ph.D., is the Dean of the College of Education at the University of Missouri. She is a Professor of Mathematics Education and holds the Joanne H. Hook Dean's Chair in Educational Renewal. Chval began her career teaching in elementary schools. Her commitment to educational solutions in mathematics education is rooted in her early experiences in under-resourced schools in the U.S. Her research focuses on effective preparation models and support structures for mathematics and science teachers, effective elementary mathematics teaching for English language learners, and curriculum standards and policies. She is an expert on teacher education, curriculum development, and the study of effective learning environments. Chval has authored or co-authored more than 70 publications and made numerous presentations. Her leadership, research, and service have been recognized with several awards and honors, including the 2018 TODOS Iris M. Carl Leadership and Equity Award.
Erin Smith, Ph.D., is an assistant professor in the School of Education at The University of Southern Mississippi in Hattiesburg, MS. She is a member of the National Council of Teachers of Mathematics, TODOS: Mathematics for ALL, and the American Educational Research Association. Her research focuses on increasing access to high quality mathematics education for emergent multilinguals, specifically in elementary grades. She has contributed to chapters in Access and Equity: Promoting High-Quality Mathematics in Grades 3-5 and Toward Equity and Social Justice in Mathematics Education. In addition, she has multiple articles under review at peer-reviewed research and practitioner journals.
Lina Trigos-Carrillo, Ph.D., is the Chair of the Department of Psychology of Education and Development of Universidad de la Sabana in Colombia. She obtained a Ph.D. in Learning, Teaching and Curriculum with an emphasis on Literacy Education from the University of Missouri. Her research focuses on critical sociocultural perspectives to writing and community/family literacy of minorities and emergent bilinguals across the Americas. In her prior post-doctoral position in the SEE-TEL project, she facilitated parent engagement initiatives, professional development, and program evaluation. Rachel J. Pinnow, Ph.D., is an associate professor in the College of Education at the University of Missouri in Columbia. She is a member of the American Association for Applied Linguistics (AAAL). Her research focuses on second language acquisition, classroom interaction, multimodal communication and analysis, and social semiotics. She has contributed to peer-reviewed research journals such as Linguistics and Education, Anthropology & Education Quarterly, Mathematics Education Research Journal, Journal of Teaching for Excellence and Equity in Mathematics, and practitioner journals such as the Teaching Children Mathematics. In addition, she has contributed to chapters in Access and Equity: Promoting High-Quality Mathematics in Grades 3-5 and Common Core State Standards in Mathematics for English Language Learners: Grades K-8.
Erin Smith, Ph.D., is an assistant professor in the School of Education at The University of Southern Mississippi in Hattiesburg, MS. She is a member of the National Council of Teachers of Mathematics, TODOS: Mathematics for ALL, and the American Educational Research Association. Her research focuses on increasing access to high quality mathematics education for emergent multilinguals, specifically in elementary grades. She has contributed to chapters in Access and Equity: Promoting High-Quality Mathematics in Grades 3-5 and Toward Equity and Social Justice in Mathematics Education. In addition, she has multiple articles under review at peer-reviewed research and practitioner journals.
Lina Trigos-Carrillo, Ph.D., is the Chair of the Department of Psychology of Education and Development of Universidad de la Sabana in Colombia. She obtained a Ph.D. in Learning, Teaching and Curriculum with an emphasis on Literacy Education from the University of Missouri. Her research focuses on critical sociocultural perspectives to writing and community/family literacy of minorities and emergent bilinguals across the Americas. In her prior post-doctoral position in the SEE-TEL project, she facilitated parent engagement initiatives, professional development, and program evaluation. Rachel J. Pinnow, Ph.D., is an associate professor in the College of Education at the University of Missouri in Columbia. She is a member of the American Association for Applied Linguistics (AAAL). Her research focuses on second language acquisition, classroom interaction, multimodal communication and analysis, and social semiotics. She has contributed to peer-reviewed research journals such as Linguistics and Education, Anthropology & Education Quarterly, Mathematics Education Research Journal, Journal of Teaching for Excellence and Equity in Mathematics, and practitioner journals such as the Teaching Children Mathematics. In addition, she has contributed to chapters in Access and Equity: Promoting High-Quality Mathematics in Grades 3-5 and Common Core State Standards in Mathematics for English Language Learners: Grades K-8.
Inhaltsverzeichnis
Preface
Acknowledgements
Our Hope for Multilingual Learners
Teachers Who Inspire
Studying Teacher Practice
Interacting With Multilingual Learners and Their Families
Position Multilingual Learners as Classroom Leaders
What Research says About Positioning
Reflecting of Xiao Li¿s Experience
Reflecting on Nabil Abadi¿s Experience
Reflecting on José López's Experience
Positioning Students as Experts
One Year Later
Reflecting on Why Positioning Matters
Recognize How Teachers Position Students
Positioning Multilingual Learners as Leaders
Explicitly Positioning Multilingual Learners as Leaders
Implicitly Positioning Multilingual Learners as Leaders
Strategies for Positioning Multilingual learners as Leaders
Thinking About Positioning in Your Practice
Facilitate Multilingual Learners¿ Participation in Mathematics Classroom
Reflecting on Your Experience with Participating
What Research Says About Student Participation
Factors That Influence the Participation of Multilingual Learners
Reflecting on Your Experiences with Fear
Overcoming Fear
Encountering Unknown Contexts
Examining Teaching Strategies That Influence Participation
Strategies for Facilitating Multilingual Learners' Participation in Mathematics
Thinking About Participation in Your Practice
Facilitate Partnerships Between Multilingual Learners and Their Peers
Solving a Mathematics Problem with A Partner
Solving a Mathematics Problem with A Partner
Qualities of Partnerships
Strategies for Facilitating Partnerships
Establish Participation Norms With Students
Practice Compliments
Provide Concrete Resources
Pay Attention To Pairing
Monitor How Partners Work
Revisit Partnership Norms With Student
Thinking About Partnerships in Your Practice
Engage Multilingual Learners Through Culturally-Relevant Contexts
Reflecting on the Challenge of Contexts and Culture
What the Research Says About Contexts in Mathematics
Strategies for Engaging Multilingual Learners Through Culturally-Meaningful Contexts
Thinking about Contexts in your Practice
Reach Multilingual Learners with Visuals, Illustrations, and Gestures
What Research Says About Visuals and Gestures
Using Visuals Strategically
Examining Ms. Bristow's Use of Visuals: Dividing Cookies
Examining Ms. Bristow's Use of Visuals: Emphasizing the Meaning of 'Loose'
Emphasizing Mathematical Connections
Reflecting on Your Use of Gestures
Using Gestures Strategically
Examining Ms. Bristow's Use of Gestures: Obstacle Course
Examining Ms. Bristow's Strategic Use of Visuals and Gestures: Columns and Rows
Thinking About Visuals and Gestures in Your Practice
Strategies for Using Visuals and Gestures
Analyze Mathematical Work of Multilingual Learners
Reflecting on Your Experiences
What Research Says About Analyzing Multilingual Learners' Mathematical Work
What Research Says About Analyzing Multilingual Learners' Mathematical Work
Analyzing Additional Student Work
Strategies for Discerning Between Mathematical and Language Issues
Examining Abigail's Work
Examining Janessa's Work
The Importance of Interviewing Multilingual Learners
Thinking About Analyzing Multilingual Learner's Mathematical Work in Your Practice
Investigate Meanings to Enhance Multilingual Learners' Language Development
The Importance of Academic Language for Multilingual Learners
What the Research Says About Academic Language
Distinguishing Between Multiple Meanings of Language
Introducing Specialized Mathematics Language
Amplified Use of Academic Language
Strategies for Enhance Multilingual Learners' Language Development
Thinking About Academic Language in Your Practice
Use Your Discourse Strategically to Enhance Multilingual Learners' Opportunity to Learn
Reflecting on Varieties of English that Influence Discourse
What Research Says About Discourse
Teacher Discourse
Connecting Academic Language to Mathematical Representations
Posing Questions to Engage Multilingual Learners
Posing Questions to Engage Multilingual Learners
Strategies for Promoting Classroom Discourse
Thinking About Your Discourse in Your Practice
Foster a Culture of Writing in the Mathematics Classroom
Reflecting on Your Experiences
What Research Says About Writing in Mathematics
Establishing a Need to Write in Mathematics
Establishing a Culture of Writing
Providing Feedback on Students' Writing
Analyzing Students' Writing
Strategies for Fostering a Culture of Writing in Your Mathematics Classroom
Reflecting on Mathematical Writing in Your Practice
Develop Writing in Mathematics for Multilingual Learners
Reflecting on Your Practice
Mathematical Genres of Writing
What the Research Says about Mathematical Genres
Identifying Mathematical Writing Genres
Strategies for Developing Writing in Mathematics for Multilingual Learners
Teaching Practices
Activities
Reflecting on Your Use of Mathematical Genres in Your Practice
Enhance Curriculum Materials for Multilingual Learners
Reflecting on Mathematics Curriculum
What Research Says About Curriculum Enhancement for Multilingual Learners
Strategies for Crafting Language to Better Support Multilingual Learners
Analyzing Curriculum Materials for Multilingual Learners
Research Recommendations for Enacting Mathematics Curriculum
Recognizing Different Mathematical Conventions and Representations
Thinking about Mathematical Conventions and Representations in your Practice
Thinking about Curriculum Enhancement in your Practice
Engage with Parents and Families of Multilingual Learners
Reflecting on Your Experiences
What the Research Says about Multilingual Parent and Family Engagement
Multicultural Parenting Styles
Cultural Values
Emphasizing the Value of Family in Your Classroom
Examining Teachers' and Multilingual Parents' Expectations
Reframing Multilingual Parental Engagement
Strategies for Facilitating Multilingual Family and Parent Engagement in Your Classroom
Reflecting on Family Engagement in Your Practice
Appendix A. Additional Resources
Appendix B. Selected Solutions
References
Acknowledgements
Our Hope for Multilingual Learners
Teachers Who Inspire
Studying Teacher Practice
Interacting With Multilingual Learners and Their Families
Position Multilingual Learners as Classroom Leaders
What Research says About Positioning
Reflecting of Xiao Li¿s Experience
Reflecting on Nabil Abadi¿s Experience
Reflecting on José López's Experience
Positioning Students as Experts
One Year Later
Reflecting on Why Positioning Matters
Recognize How Teachers Position Students
Positioning Multilingual Learners as Leaders
Explicitly Positioning Multilingual Learners as Leaders
Implicitly Positioning Multilingual Learners as Leaders
Strategies for Positioning Multilingual learners as Leaders
Thinking About Positioning in Your Practice
Facilitate Multilingual Learners¿ Participation in Mathematics Classroom
Reflecting on Your Experience with Participating
What Research Says About Student Participation
Factors That Influence the Participation of Multilingual Learners
Reflecting on Your Experiences with Fear
Overcoming Fear
Encountering Unknown Contexts
Examining Teaching Strategies That Influence Participation
Strategies for Facilitating Multilingual Learners' Participation in Mathematics
Thinking About Participation in Your Practice
Facilitate Partnerships Between Multilingual Learners and Their Peers
Solving a Mathematics Problem with A Partner
Solving a Mathematics Problem with A Partner
Qualities of Partnerships
Strategies for Facilitating Partnerships
Establish Participation Norms With Students
Practice Compliments
Provide Concrete Resources
Pay Attention To Pairing
Monitor How Partners Work
Revisit Partnership Norms With Student
Thinking About Partnerships in Your Practice
Engage Multilingual Learners Through Culturally-Relevant Contexts
Reflecting on the Challenge of Contexts and Culture
What the Research Says About Contexts in Mathematics
Strategies for Engaging Multilingual Learners Through Culturally-Meaningful Contexts
Thinking about Contexts in your Practice
Reach Multilingual Learners with Visuals, Illustrations, and Gestures
What Research Says About Visuals and Gestures
Using Visuals Strategically
Examining Ms. Bristow's Use of Visuals: Dividing Cookies
Examining Ms. Bristow's Use of Visuals: Emphasizing the Meaning of 'Loose'
Emphasizing Mathematical Connections
Reflecting on Your Use of Gestures
Using Gestures Strategically
Examining Ms. Bristow's Use of Gestures: Obstacle Course
Examining Ms. Bristow's Strategic Use of Visuals and Gestures: Columns and Rows
Thinking About Visuals and Gestures in Your Practice
Strategies for Using Visuals and Gestures
Analyze Mathematical Work of Multilingual Learners
Reflecting on Your Experiences
What Research Says About Analyzing Multilingual Learners' Mathematical Work
What Research Says About Analyzing Multilingual Learners' Mathematical Work
Analyzing Additional Student Work
Strategies for Discerning Between Mathematical and Language Issues
Examining Abigail's Work
Examining Janessa's Work
The Importance of Interviewing Multilingual Learners
Thinking About Analyzing Multilingual Learner's Mathematical Work in Your Practice
Investigate Meanings to Enhance Multilingual Learners' Language Development
The Importance of Academic Language for Multilingual Learners
What the Research Says About Academic Language
Distinguishing Between Multiple Meanings of Language
Introducing Specialized Mathematics Language
Amplified Use of Academic Language
Strategies for Enhance Multilingual Learners' Language Development
Thinking About Academic Language in Your Practice
Use Your Discourse Strategically to Enhance Multilingual Learners' Opportunity to Learn
Reflecting on Varieties of English that Influence Discourse
What Research Says About Discourse
Teacher Discourse
Connecting Academic Language to Mathematical Representations
Posing Questions to Engage Multilingual Learners
Posing Questions to Engage Multilingual Learners
Strategies for Promoting Classroom Discourse
Thinking About Your Discourse in Your Practice
Foster a Culture of Writing in the Mathematics Classroom
Reflecting on Your Experiences
What Research Says About Writing in Mathematics
Establishing a Need to Write in Mathematics
Establishing a Culture of Writing
Providing Feedback on Students' Writing
Analyzing Students' Writing
Strategies for Fostering a Culture of Writing in Your Mathematics Classroom
Reflecting on Mathematical Writing in Your Practice
Develop Writing in Mathematics for Multilingual Learners
Reflecting on Your Practice
Mathematical Genres of Writing
What the Research Says about Mathematical Genres
Identifying Mathematical Writing Genres
Strategies for Developing Writing in Mathematics for Multilingual Learners
Teaching Practices
Activities
Reflecting on Your Use of Mathematical Genres in Your Practice
Enhance Curriculum Materials for Multilingual Learners
Reflecting on Mathematics Curriculum
What Research Says About Curriculum Enhancement for Multilingual Learners
Strategies for Crafting Language to Better Support Multilingual Learners
Analyzing Curriculum Materials for Multilingual Learners
Research Recommendations for Enacting Mathematics Curriculum
Recognizing Different Mathematical Conventions and Representations
Thinking about Mathematical Conventions and Representations in your Practice
Thinking about Curriculum Enhancement in your Practice
Engage with Parents and Families of Multilingual Learners
Reflecting on Your Experiences
What the Research Says about Multilingual Parent and Family Engagement
Multicultural Parenting Styles
Cultural Values
Emphasizing the Value of Family in Your Classroom
Examining Teachers' and Multilingual Parents' Expectations
Reframing Multilingual Parental Engagement
Strategies for Facilitating Multilingual Family and Parent Engagement in Your Classroom
Reflecting on Family Engagement in Your Practice
Appendix A. Additional Resources
Appendix B. Selected Solutions
References
Details
| Erscheinungsjahr: | 2021 |
|---|---|
| Fachbereich: | Bildungswesen |
| Genre: | Erziehung & Bildung, Importe |
| Rubrik: | Sozialwissenschaften |
| Medium: | Taschenbuch |
| Inhalt: | Kartoniert / Broschiert |
| ISBN-13: | 9781071810842 |
| ISBN-10: | 1071810847 |
| Sprache: | Englisch |
| Einband: | Kartoniert / Broschiert |
| Autor: |
Smith, Erin Marie Marie
Chval, Kathryn Trigos-Carrillo, Lina Pinnow, Rachel JaDean JaDean |
| Hersteller: | SAGE Publications Inc |
| Verantwortliche Person für die EU: | Produktsicherheitsverantwortliche/r, Europaallee 1, D-36244 Bad Hersfeld, gpsr@libri.de |
| Maße: | 215 x 275 x 22 mm |
| Von/Mit: | Erin Marie Marie Smith (u. a.) |
| Erscheinungsdatum: | 12.04.2021 |
| Gewicht: | 0,656 kg |
Über den Autor
Kathryn B. Chval, Ph.D., is the Dean of the College of Education at the University of Missouri. She is a Professor of Mathematics Education and holds the Joanne H. Hook Dean's Chair in Educational Renewal. Chval began her career teaching in elementary schools. Her commitment to educational solutions in mathematics education is rooted in her early experiences in under-resourced schools in the U.S. Her research focuses on effective preparation models and support structures for mathematics and science teachers, effective elementary mathematics teaching for English language learners, and curriculum standards and policies. She is an expert on teacher education, curriculum development, and the study of effective learning environments. Chval has authored or co-authored more than 70 publications and made numerous presentations. Her leadership, research, and service have been recognized with several awards and honors, including the 2018 TODOS Iris M. Carl Leadership and Equity Award.
Erin Smith, Ph.D., is an assistant professor in the School of Education at The University of Southern Mississippi in Hattiesburg, MS. She is a member of the National Council of Teachers of Mathematics, TODOS: Mathematics for ALL, and the American Educational Research Association. Her research focuses on increasing access to high quality mathematics education for emergent multilinguals, specifically in elementary grades. She has contributed to chapters in Access and Equity: Promoting High-Quality Mathematics in Grades 3-5 and Toward Equity and Social Justice in Mathematics Education. In addition, she has multiple articles under review at peer-reviewed research and practitioner journals.
Lina Trigos-Carrillo, Ph.D., is the Chair of the Department of Psychology of Education and Development of Universidad de la Sabana in Colombia. She obtained a Ph.D. in Learning, Teaching and Curriculum with an emphasis on Literacy Education from the University of Missouri. Her research focuses on critical sociocultural perspectives to writing and community/family literacy of minorities and emergent bilinguals across the Americas. In her prior post-doctoral position in the SEE-TEL project, she facilitated parent engagement initiatives, professional development, and program evaluation. Rachel J. Pinnow, Ph.D., is an associate professor in the College of Education at the University of Missouri in Columbia. She is a member of the American Association for Applied Linguistics (AAAL). Her research focuses on second language acquisition, classroom interaction, multimodal communication and analysis, and social semiotics. She has contributed to peer-reviewed research journals such as Linguistics and Education, Anthropology & Education Quarterly, Mathematics Education Research Journal, Journal of Teaching for Excellence and Equity in Mathematics, and practitioner journals such as the Teaching Children Mathematics. In addition, she has contributed to chapters in Access and Equity: Promoting High-Quality Mathematics in Grades 3-5 and Common Core State Standards in Mathematics for English Language Learners: Grades K-8.
Erin Smith, Ph.D., is an assistant professor in the School of Education at The University of Southern Mississippi in Hattiesburg, MS. She is a member of the National Council of Teachers of Mathematics, TODOS: Mathematics for ALL, and the American Educational Research Association. Her research focuses on increasing access to high quality mathematics education for emergent multilinguals, specifically in elementary grades. She has contributed to chapters in Access and Equity: Promoting High-Quality Mathematics in Grades 3-5 and Toward Equity and Social Justice in Mathematics Education. In addition, she has multiple articles under review at peer-reviewed research and practitioner journals.
Lina Trigos-Carrillo, Ph.D., is the Chair of the Department of Psychology of Education and Development of Universidad de la Sabana in Colombia. She obtained a Ph.D. in Learning, Teaching and Curriculum with an emphasis on Literacy Education from the University of Missouri. Her research focuses on critical sociocultural perspectives to writing and community/family literacy of minorities and emergent bilinguals across the Americas. In her prior post-doctoral position in the SEE-TEL project, she facilitated parent engagement initiatives, professional development, and program evaluation. Rachel J. Pinnow, Ph.D., is an associate professor in the College of Education at the University of Missouri in Columbia. She is a member of the American Association for Applied Linguistics (AAAL). Her research focuses on second language acquisition, classroom interaction, multimodal communication and analysis, and social semiotics. She has contributed to peer-reviewed research journals such as Linguistics and Education, Anthropology & Education Quarterly, Mathematics Education Research Journal, Journal of Teaching for Excellence and Equity in Mathematics, and practitioner journals such as the Teaching Children Mathematics. In addition, she has contributed to chapters in Access and Equity: Promoting High-Quality Mathematics in Grades 3-5 and Common Core State Standards in Mathematics for English Language Learners: Grades K-8.
Inhaltsverzeichnis
Preface
Acknowledgements
Our Hope for Multilingual Learners
Teachers Who Inspire
Studying Teacher Practice
Interacting With Multilingual Learners and Their Families
Position Multilingual Learners as Classroom Leaders
What Research says About Positioning
Reflecting of Xiao Li¿s Experience
Reflecting on Nabil Abadi¿s Experience
Reflecting on José López's Experience
Positioning Students as Experts
One Year Later
Reflecting on Why Positioning Matters
Recognize How Teachers Position Students
Positioning Multilingual Learners as Leaders
Explicitly Positioning Multilingual Learners as Leaders
Implicitly Positioning Multilingual Learners as Leaders
Strategies for Positioning Multilingual learners as Leaders
Thinking About Positioning in Your Practice
Facilitate Multilingual Learners¿ Participation in Mathematics Classroom
Reflecting on Your Experience with Participating
What Research Says About Student Participation
Factors That Influence the Participation of Multilingual Learners
Reflecting on Your Experiences with Fear
Overcoming Fear
Encountering Unknown Contexts
Examining Teaching Strategies That Influence Participation
Strategies for Facilitating Multilingual Learners' Participation in Mathematics
Thinking About Participation in Your Practice
Facilitate Partnerships Between Multilingual Learners and Their Peers
Solving a Mathematics Problem with A Partner
Solving a Mathematics Problem with A Partner
Qualities of Partnerships
Strategies for Facilitating Partnerships
Establish Participation Norms With Students
Practice Compliments
Provide Concrete Resources
Pay Attention To Pairing
Monitor How Partners Work
Revisit Partnership Norms With Student
Thinking About Partnerships in Your Practice
Engage Multilingual Learners Through Culturally-Relevant Contexts
Reflecting on the Challenge of Contexts and Culture
What the Research Says About Contexts in Mathematics
Strategies for Engaging Multilingual Learners Through Culturally-Meaningful Contexts
Thinking about Contexts in your Practice
Reach Multilingual Learners with Visuals, Illustrations, and Gestures
What Research Says About Visuals and Gestures
Using Visuals Strategically
Examining Ms. Bristow's Use of Visuals: Dividing Cookies
Examining Ms. Bristow's Use of Visuals: Emphasizing the Meaning of 'Loose'
Emphasizing Mathematical Connections
Reflecting on Your Use of Gestures
Using Gestures Strategically
Examining Ms. Bristow's Use of Gestures: Obstacle Course
Examining Ms. Bristow's Strategic Use of Visuals and Gestures: Columns and Rows
Thinking About Visuals and Gestures in Your Practice
Strategies for Using Visuals and Gestures
Analyze Mathematical Work of Multilingual Learners
Reflecting on Your Experiences
What Research Says About Analyzing Multilingual Learners' Mathematical Work
What Research Says About Analyzing Multilingual Learners' Mathematical Work
Analyzing Additional Student Work
Strategies for Discerning Between Mathematical and Language Issues
Examining Abigail's Work
Examining Janessa's Work
The Importance of Interviewing Multilingual Learners
Thinking About Analyzing Multilingual Learner's Mathematical Work in Your Practice
Investigate Meanings to Enhance Multilingual Learners' Language Development
The Importance of Academic Language for Multilingual Learners
What the Research Says About Academic Language
Distinguishing Between Multiple Meanings of Language
Introducing Specialized Mathematics Language
Amplified Use of Academic Language
Strategies for Enhance Multilingual Learners' Language Development
Thinking About Academic Language in Your Practice
Use Your Discourse Strategically to Enhance Multilingual Learners' Opportunity to Learn
Reflecting on Varieties of English that Influence Discourse
What Research Says About Discourse
Teacher Discourse
Connecting Academic Language to Mathematical Representations
Posing Questions to Engage Multilingual Learners
Posing Questions to Engage Multilingual Learners
Strategies for Promoting Classroom Discourse
Thinking About Your Discourse in Your Practice
Foster a Culture of Writing in the Mathematics Classroom
Reflecting on Your Experiences
What Research Says About Writing in Mathematics
Establishing a Need to Write in Mathematics
Establishing a Culture of Writing
Providing Feedback on Students' Writing
Analyzing Students' Writing
Strategies for Fostering a Culture of Writing in Your Mathematics Classroom
Reflecting on Mathematical Writing in Your Practice
Develop Writing in Mathematics for Multilingual Learners
Reflecting on Your Practice
Mathematical Genres of Writing
What the Research Says about Mathematical Genres
Identifying Mathematical Writing Genres
Strategies for Developing Writing in Mathematics for Multilingual Learners
Teaching Practices
Activities
Reflecting on Your Use of Mathematical Genres in Your Practice
Enhance Curriculum Materials for Multilingual Learners
Reflecting on Mathematics Curriculum
What Research Says About Curriculum Enhancement for Multilingual Learners
Strategies for Crafting Language to Better Support Multilingual Learners
Analyzing Curriculum Materials for Multilingual Learners
Research Recommendations for Enacting Mathematics Curriculum
Recognizing Different Mathematical Conventions and Representations
Thinking about Mathematical Conventions and Representations in your Practice
Thinking about Curriculum Enhancement in your Practice
Engage with Parents and Families of Multilingual Learners
Reflecting on Your Experiences
What the Research Says about Multilingual Parent and Family Engagement
Multicultural Parenting Styles
Cultural Values
Emphasizing the Value of Family in Your Classroom
Examining Teachers' and Multilingual Parents' Expectations
Reframing Multilingual Parental Engagement
Strategies for Facilitating Multilingual Family and Parent Engagement in Your Classroom
Reflecting on Family Engagement in Your Practice
Appendix A. Additional Resources
Appendix B. Selected Solutions
References
Acknowledgements
Our Hope for Multilingual Learners
Teachers Who Inspire
Studying Teacher Practice
Interacting With Multilingual Learners and Their Families
Position Multilingual Learners as Classroom Leaders
What Research says About Positioning
Reflecting of Xiao Li¿s Experience
Reflecting on Nabil Abadi¿s Experience
Reflecting on José López's Experience
Positioning Students as Experts
One Year Later
Reflecting on Why Positioning Matters
Recognize How Teachers Position Students
Positioning Multilingual Learners as Leaders
Explicitly Positioning Multilingual Learners as Leaders
Implicitly Positioning Multilingual Learners as Leaders
Strategies for Positioning Multilingual learners as Leaders
Thinking About Positioning in Your Practice
Facilitate Multilingual Learners¿ Participation in Mathematics Classroom
Reflecting on Your Experience with Participating
What Research Says About Student Participation
Factors That Influence the Participation of Multilingual Learners
Reflecting on Your Experiences with Fear
Overcoming Fear
Encountering Unknown Contexts
Examining Teaching Strategies That Influence Participation
Strategies for Facilitating Multilingual Learners' Participation in Mathematics
Thinking About Participation in Your Practice
Facilitate Partnerships Between Multilingual Learners and Their Peers
Solving a Mathematics Problem with A Partner
Solving a Mathematics Problem with A Partner
Qualities of Partnerships
Strategies for Facilitating Partnerships
Establish Participation Norms With Students
Practice Compliments
Provide Concrete Resources
Pay Attention To Pairing
Monitor How Partners Work
Revisit Partnership Norms With Student
Thinking About Partnerships in Your Practice
Engage Multilingual Learners Through Culturally-Relevant Contexts
Reflecting on the Challenge of Contexts and Culture
What the Research Says About Contexts in Mathematics
Strategies for Engaging Multilingual Learners Through Culturally-Meaningful Contexts
Thinking about Contexts in your Practice
Reach Multilingual Learners with Visuals, Illustrations, and Gestures
What Research Says About Visuals and Gestures
Using Visuals Strategically
Examining Ms. Bristow's Use of Visuals: Dividing Cookies
Examining Ms. Bristow's Use of Visuals: Emphasizing the Meaning of 'Loose'
Emphasizing Mathematical Connections
Reflecting on Your Use of Gestures
Using Gestures Strategically
Examining Ms. Bristow's Use of Gestures: Obstacle Course
Examining Ms. Bristow's Strategic Use of Visuals and Gestures: Columns and Rows
Thinking About Visuals and Gestures in Your Practice
Strategies for Using Visuals and Gestures
Analyze Mathematical Work of Multilingual Learners
Reflecting on Your Experiences
What Research Says About Analyzing Multilingual Learners' Mathematical Work
What Research Says About Analyzing Multilingual Learners' Mathematical Work
Analyzing Additional Student Work
Strategies for Discerning Between Mathematical and Language Issues
Examining Abigail's Work
Examining Janessa's Work
The Importance of Interviewing Multilingual Learners
Thinking About Analyzing Multilingual Learner's Mathematical Work in Your Practice
Investigate Meanings to Enhance Multilingual Learners' Language Development
The Importance of Academic Language for Multilingual Learners
What the Research Says About Academic Language
Distinguishing Between Multiple Meanings of Language
Introducing Specialized Mathematics Language
Amplified Use of Academic Language
Strategies for Enhance Multilingual Learners' Language Development
Thinking About Academic Language in Your Practice
Use Your Discourse Strategically to Enhance Multilingual Learners' Opportunity to Learn
Reflecting on Varieties of English that Influence Discourse
What Research Says About Discourse
Teacher Discourse
Connecting Academic Language to Mathematical Representations
Posing Questions to Engage Multilingual Learners
Posing Questions to Engage Multilingual Learners
Strategies for Promoting Classroom Discourse
Thinking About Your Discourse in Your Practice
Foster a Culture of Writing in the Mathematics Classroom
Reflecting on Your Experiences
What Research Says About Writing in Mathematics
Establishing a Need to Write in Mathematics
Establishing a Culture of Writing
Providing Feedback on Students' Writing
Analyzing Students' Writing
Strategies for Fostering a Culture of Writing in Your Mathematics Classroom
Reflecting on Mathematical Writing in Your Practice
Develop Writing in Mathematics for Multilingual Learners
Reflecting on Your Practice
Mathematical Genres of Writing
What the Research Says about Mathematical Genres
Identifying Mathematical Writing Genres
Strategies for Developing Writing in Mathematics for Multilingual Learners
Teaching Practices
Activities
Reflecting on Your Use of Mathematical Genres in Your Practice
Enhance Curriculum Materials for Multilingual Learners
Reflecting on Mathematics Curriculum
What Research Says About Curriculum Enhancement for Multilingual Learners
Strategies for Crafting Language to Better Support Multilingual Learners
Analyzing Curriculum Materials for Multilingual Learners
Research Recommendations for Enacting Mathematics Curriculum
Recognizing Different Mathematical Conventions and Representations
Thinking about Mathematical Conventions and Representations in your Practice
Thinking about Curriculum Enhancement in your Practice
Engage with Parents and Families of Multilingual Learners
Reflecting on Your Experiences
What the Research Says about Multilingual Parent and Family Engagement
Multicultural Parenting Styles
Cultural Values
Emphasizing the Value of Family in Your Classroom
Examining Teachers' and Multilingual Parents' Expectations
Reframing Multilingual Parental Engagement
Strategies for Facilitating Multilingual Family and Parent Engagement in Your Classroom
Reflecting on Family Engagement in Your Practice
Appendix A. Additional Resources
Appendix B. Selected Solutions
References
Details
| Erscheinungsjahr: | 2021 |
|---|---|
| Fachbereich: | Bildungswesen |
| Genre: | Erziehung & Bildung, Importe |
| Rubrik: | Sozialwissenschaften |
| Medium: | Taschenbuch |
| Inhalt: | Kartoniert / Broschiert |
| ISBN-13: | 9781071810842 |
| ISBN-10: | 1071810847 |
| Sprache: | Englisch |
| Einband: | Kartoniert / Broschiert |
| Autor: |
Smith, Erin Marie Marie
Chval, Kathryn Trigos-Carrillo, Lina Pinnow, Rachel JaDean JaDean |
| Hersteller: | SAGE Publications Inc |
| Verantwortliche Person für die EU: | Produktsicherheitsverantwortliche/r, Europaallee 1, D-36244 Bad Hersfeld, gpsr@libri.de |
| Maße: | 215 x 275 x 22 mm |
| Von/Mit: | Erin Marie Marie Smith (u. a.) |
| Erscheinungsdatum: | 12.04.2021 |
| Gewicht: | 0,656 kg |
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