The language orientations of future mathematics teachers in the United States

Anthony Fernandes

doi:10.17583/redimat.2020.4297

Abstract

Thirty-one preservice teachers at a university in the Southeast of the United States were interviewed regarding their beliefs about the teaching mathematics to English Learners. Ruiz’s (1984) framework of language orientations was used to understand their responses related to the use of the native language in the mathematics class. Four typologies that ranged from language-as-problem to language-as-resource were inferred. Implications for teacher preparation are discussed.

Highlights

Building on Ruiz’s (1984) framework, the orientations of language-as-problem and language-as-resource, a continuum was developed that included four categories based on the PSTs beliefs about the use of the native language in the mathematics classroom - No native language, Limited use of native language, Extensive use of native language, Bilingualism
The PSTs’ responses generated four typologies based on the extent to which they would draw on and use the English Learners (ELs) students’ native language in the mathematics classroom
The typologies point to a continuum of language orientations, from language-as-problem to language-as-resource

Summary

Introduction

When allowed to use their native language, EL students can draw on their prior literacy skills and content knowledge learned in this language to help navigate their learning in the language of instruction. Besides benefitting their academic development, the native language provides relief for recent immigrants who are in school for six or seven hours. Given the extensive advantages of allowing the use of the ELs’ native language in the mathematics class, it is imperative that the teachers understand and tap into this resource. The research question guiding this study was: What language orientations do PSTs have about EL students’ native language in the context of teaching mathematics in U.S classrooms?

Methods

Results

Conclusion