ABSTRACT

As it is a common practice in Dual Language Education (DLE) classrooms throughout the United States, language separation tends to be a planning policy that is usually enforced by curriculum designers, school administrators, and bilingual teachers. However, research has shown that DLE teachers and students have the potential of teaching and learning bilingually in their own terms. Using theoretical perspectives from Anthropolitical Linguistics coupled with Ruíz’s seminal work on language as problem, resource, and right; and other socio-cultural frameworks, this paper presents an ethnographic case of a seventh-grade DLE mathematics classroom, and examines how the members of this mathematics community use their bilingual abilities in a flexible way; which in turn, influence the development of mathematics biliteracies. Drawing from a larger ethnographic project, this study shows how the members of a bilingual mathematics community of practice break language norms, which prevail in DLE classrooms, to promote mathematics biliteracies. Findings suggest that using a ‘translanguaging’ approach in DLE classrooms is an effective way for teaching and learning mathematics with a biliteracy approach. Some implications for schools, teachers, and teacher educators are discussed.

摘要

由于这是美国双语教育 (DLE) 课堂的常见做法，因此语言分离往往是一种规划政策，通常由课程设计者、学校管理人员和双语教师强制执行。然而，研究表明，DLE 教师和学生具有双语教学和学习的潜力以他们自己的方式。将人类政治语言学的理论观点与鲁伊兹关于语言作为问题、资源和权利的开创性工作相结合；和其他社会文化框架，本文展示了一个七年级 DLE 数学课堂的民族志案例，并研究了这个数学社区的成员如何灵活地使用他们的双语能力；这反过来又影响了数学双语的发展。本研究借鉴了一个更大的民族志项目，展示了双语数学实践社区的成员如何打破在 DLE 课堂中普遍存在的语言规范，以促进数学双文。研究结果表明，在 DLE 课堂中使用“跨语言”方法是一种通过双语方法教授和学习数学的有效方法。