Theorizing a Translanguaging Stance: Envisioning an Empowering Participatory Mathematics Education Juntos con Emergent Bilingual Students

Authors

Luz A. Maldonado
Gladys Rueda Krause
Melissa Adams Corral, The University of Texas Rio Grande ValleyFollow

Document Type

Conference Proceeding

Publication Date

2018

Abstract

We propose a translanguaging stance in the bilingual mathematics classroom defined by four elements: (1) Con respeto for other people’s ideas, leading to positive intellectual relations, (2) Con cariño, a commitment to the learning of others, (3) Como familia, working for the good of the classroom collective and for the benefit of individuals, and (4) Con acompañamiento, where teachers actively do math with their students. We propose a focus for the bilingual mathematics classroom and emergent bilingual students that emphasizes the importance of rehumanizing mathematics classrooms for all students and valuing their full linguistic repertoires.

Comments

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Recommended Citation

Maldonado, L., Krause, G., & Adams Corral, M. (2018). Theorizing a Translanguaging Stance: Envisioning an Empowering Participatory Mathematics Education Juntos con Emergent Bilingual Students. In T. Hodges, G. Roy, & A. Tyminski (Eds.), Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Greenville, SC: Clemson University and University of South Carolina.

Publication Title

Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education