Fostering a Culture of Discourse in Secondary Mathematics Classrooms: Equity Approaches in Teaching and Teacher Education for Emergent Bilingual Students

Cristian Aquino-Sterling, Fernando Rodríguez-Valls, William Zahner

Resumen


The continued proliferation of linguistic diversity in US mainstream classrooms, coupled with the language demands of the Common Core State Standards for mathematics instruction (CCSSM), and the National Council of Teachers of Mathematics’ Principles to Actions (PtA), has prompted educational researchers to identify effective, linguistically relevant practices for preparing secondary mathematics educators adept at meeting the needs of emergent bilingual students. In this article we argue for implementation of teacher education courses in mathematics that infuse “pedagogical language knowledge” as a tool for providing future teachers the skills and dispositions to foster a “classroom culture of discourse.” This call come in light of the discipline-specific language demands of the above-mentioned standards and secondary students’ use of variable linguistic repertoires across and within languages to learn and display mathematical thinking and ideas. 

Keywords: Teacher education, Emergent bilingual students, Pedagogical Language knowledge, Equity, Social justice. 


Hacia una Cultura Discursiva en el Salón de Clases de Matemáticas en la Secundaria: Capacitación Docente para la Equidad en la Enseñanza de Estudiantes Bilingües Emergentes

La proliferación de la diversidad en los salones de clase en EEUU, unida a las exigencias lingüísticas de los denominados Common Core State Standards for Mathematics y de los estándares Principles to Actions (PtA) del Concilio Nacional de Maestros de Matemáticas, ha motivado a los investigadores en el campo de la educación a que identifiquen prácticas educativas orientadas a la preparación de una nueva generación de maestros de matemáticas aptos para diseñar e implementar un modelo pedagógico equitativo que responda a las necesidades del estudiantado bilingüe emergente. Por ende, en este artículo recalcamos la importancia de impartir cursos de formación docente en matemáticas que potencien un conocimiento de lo que se ha denominado en inglés como pedagogical language knowledge. Estos conocimientos servirán como herramientas que asistirán a dichos maestros a fomentar una cultura inclusiva y discursiva en el salón de clase a raíz de las exigencias lingüísticas de los nuevos estándares y de la variación lingüística que caracteriza al contexto escolar. 

Palabras claves: Formación docente, Bilingües emergentes, Conocimiento pedagogico del lenguaje, Equidad, Justicia social. 


Para uma Cultura Discursiva em Aulas de Matemáticas na Secundária: Capacitação Docente para a Equidade no Ensino de Estudantes Bilíngues Emergentes

A proliferação da diversidade em salas de aulas em EEUU, unida as exigências linguísticas dos denominados Common Core State Standards for Mathematics e das normas do Principles to Action (PtA) do Concilio Nacional de Maestros de Matemáticas, têm motivado aos investigadores no campo da educação a que identifiquem práticas educativas orientadas à preparação de uma nova geração de professores de matemáticas aptos a desenvolverem e implementarem um modelo pedagógico equitativo que responda as necessidades dos estudantes bilíngues emergentes. Portanto, neste artigo enfatizamos a importância de promover cursos de formação docente em matemáticas que potencialize um conhecimento denominado em inglês como pedagogical language knowledge. Estes conhecimentos servirão como ferramentas que auxiliarão a estes maestros a fomentarem uma cultura inclusiva e discursiva em salas de aulas a raiz de exigências linguísticas dos novos padrões e da variação linguística que caracteriza o contexto escolar. 

Palavras-chave: Formação docente, Bilíngues emergentes, Conhecimento pedagógico da linguagem, Equidade, Justiça social.


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Referencias


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DOI: http://dx.doi.org/10.15366/riejs2016.5.2.005

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Revista Internacional de Educación para la Justicia Social

ISSN: 2254-3139

doi: 10.15366/riejs