A Teacher and Her Language Minoritized Students in a Translanguaging Mathematics Classroom: Activating and Suppressing Our Full Linguistic Repertoires for Increased Mathematical Reasoning and Sense-Making

Author

Ana M. BogotaFollow

Date of Award

Spring 5-10-2024

Document Type

Dissertation

Degree Name

Ed.D. Transformational Teaching and Learning

Department

Secondary Education

First Advisor

Dr. Mark Wolfmeyer

Second Advisor

Dr. Helen Hamlet

Third Advisor

Dr. Kate Seltzer

Abstract

This study delves into translanguaging practices within a mathematics classroom led by a bilingual teacher and attended by language minoritized students. Grounded in translanguaging theory and practices, it investigates the dynamic language interactions between teacher and students, shedding light on the activation and suppression of linguistic features within purported “named languages.” Utilizing diverse data sources, such as audio-recorded lessons and student interviews, the study uncovers patterns in classroom language use. Results highlight the prevalent utilization of the full linguistic repertoire by both teacher and students, especially in elucidating mathematical concepts and fostering conceptual understanding. Furthermore, the study examines how translanguaging facilitates communication, fosters inclusivity, and enhances students' sense-making. Through student interviews, six key themes emerge, including comfort and perceived benefits, language support, preference for mixed-language instruction, challenges with English pronunciation, strategies for understanding, and impacts on participation and confidence. Ultimately, the study advocates for cultivating supportive learning environments that embrace linguistic diversity and promote sense-making, aligning with the essence of translanguaging and the standards set by the National Council of Teachers of Mathematics, alongside recommendations from reform math pedagogy.

Creative Commons License

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Recommended Citation

Bogota, Ana M., "A Teacher and Her Language Minoritized Students in a Translanguaging Mathematics Classroom: Activating and Suppressing Our Full Linguistic Repertoires for Increased Mathematical Reasoning and Sense-Making" (2024). Education Doctorate Dissertations. 41.
https://research.library.kutztown.edu/edddissertations/41