Reframing translanguaging practices to shift mathematics teachers’ language ideologies

References

• Ahearn, L. M. (2012). Living language: An introduction to linguistic anthropology. Wiley-Blackwell.
   Google Scholar
• Bacon, C. K. (2018). “It’s not really my job”: A mixed methods framework for language ideologies, monolingualism, and teaching emergent bilingual learners. Journal of Teacher Education, 71(2), 172–187.
   Web of Science ®Google Scholar
• Bailey, A. L., Huang, B. H., Shin, H. W., Farnsworth, T., & Butler, F. A. (2007). Developing academic English language proficiency prototypes for 5th grade reading: Psychometric and linguistic profiles of tasks. National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
   Google Scholar
• Baker-Bell, A. (2020). Dismantling anti-black racism in English language arts classrooms: Toward an anti-racist black language pedagogy. Theory into Practice, 59(1), 8–21.
   Web of Science ®Google Scholar
• Baker-Bell, A., Paris, D., & Jackson, D. (2017). Learning Black language matters: Humanizing research as culturally sustaining pedagogy. International Review of Qualitative Research, 10(4), 360–377.
   Google Scholar
• Bannister, N. A. (2018).Research commentary: Theorizing collaborative mathematics teacher learning in communities of practice. Journal for Research in Mathematics Education, 49(2), 125–139. https://doi.org/10.5951/jresematheduc.49.2.0125
   Web of Science ®Google Scholar
• Bannister, N. A. (2015). Reframing practice: Teacher learning through interactions in a collaborative group. Journal of the Learning Sciences, 24(3), 347–372. https://doi.org/10.1080/10508406.2014.999196
   Web of Science ®Google Scholar
• Bengo, P. (2016). Secondary mathematics coaching: The components of effective mathematics coaching and implications. Teaching and Teacher Education, 60, 88–96. https://doi.org/10.1016/j.tate.2016.07.027
   Web of Science ®Google Scholar
• Bucholtz, M., Casillas, D. I., & Lee, J. S. (2017). Language and culture as sustenance. In Culturally sustaining pedagogies: Teaching and learning for justice in a changing world (pp. 43–59). Teachers College Press.
   Google Scholar
• Delpit, L. D. (1992). Acquisition of literate discourse: Bowing before the master? Theory into Practice, 31(4), 296–302. https://doi.org/10.1080/00405849209543556
   Google Scholar
• Emerson, R. M., Fretz, R. I., & Shaw, L. L. (2011). Writing ethnographic fieldnotes (2nd ed.). The University of Chicago Press.
   Google Scholar
• Esquinca, A. (2011). Bilingual college writers’ collaborative writing of word problems. Linguistics and Education, 22, 150–167. https://doi.org/10.1016/j.linged.2010.12.006
   Google Scholar
• Gandara, F., & Randall, J. (2019). Assessing mathematics proficiency of multilingual students: The case for translanguaging in the Democratic Republic of the Congo. Comparative Education Review, 63(1), 58–78. https://doi.org/10.1086/701065
   Web of Science ®Google Scholar
• García, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley/Blackwell.
   Google Scholar
• García, O. (2019). Translanguaging: A coda to the code? Classroom Discourse, 10(3–4), 369–373. https://doi.org/10.1080/19463014.2019.1638277
   Web of Science ®Google Scholar
• García, O., & Li, W. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
   Google Scholar
• Gilmore, M. R. (2020). Translanguaging in mathematics learning: Teacher instructional and attentional supports [Doctoral dissertation]. University of Colorado.
   Google Scholar
• Goffman, E. (1974). Frame analysis: An essay on the organization of experience. Harper & Row.
   Google Scholar
• Greeno, J. G. (1998). The situativity of knowing, learning, and research. American Psychologist, 53(1), 5–26. https://doi.org/10.1037/0003-066X.53.1.5
   Web of Science ®Google Scholar
• Grosjean, F. (1989). Neurolinguists, beware! The bilingual is not two monolinguals in one person. Brain and Language, 36(1), 3–15. https://doi.org/10.1016/0093-934X(89)90048-5
   PubMed Web of Science ®Google Scholar
• Horn, I. S. (2010). Teaching replays, teaching rehearsals, and re-visions of practice: Learning from colleagues in a mathematics teacher community. Teachers College Record, 112(1), 225–259. https://doi.org/10.1177/016146811011200109
   Web of Science ®Google Scholar
• Horn, I. S., & Garner, B. (2022). Teacher learning of ambitious and equitable mathematics instruction: A sociocultural approach. Routledge.
   Google Scholar
• Jaspers, J. (2018). The transformative limits of translanguaging. Language & Communication, 58, 1–10. https://doi.org/10.1016/j.langcom.2017.12.001
   Web of Science ®Google Scholar
• Lippi-Green, R. (2012). English with an accent: Language, ideology, and discrimination in the United States. Routledge.
   Google Scholar
• Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30.
   Web of Science ®Google Scholar
• Louie, N. L. (2017). The culture of exclusion in mathematics education and its persistence in equity-oriented teaching. Journal for Research in Mathematics Education, 48(5), 488. https://doi.org/10.5951/jresematheduc.48.5.0488
   Web of Science ®Google Scholar
• Louie, N. L. (2018). Culture and ideology in mathematics teacher noticing. Educational Studies in Mathematics, 97(1), 55–69. https://doi.org/10.1007/s10649-017-9775-2
   Web of Science ®Google Scholar
• Marshall, S. A. (2020). Responsive, locally-relevant coaching: Supporting STEM teachers’ learning of justice-oriented pedagogies [Doctoral dissertation]. Vanderbilt University.
   Google Scholar
• McBride, A. (2021). Supporting linguistically minoritized learners at community colleges: Developing a translanguaging approach to remedial writing instruction [Doctoral dissertation]. Vanderbilt University.
   Google Scholar
• McClain, J. B. (2020). Negotiating tensions in the linguistic demands of the classroom: A multi-method exploration of teachers’ academic language ideologies [Doctoral dissertation]. Vanderbilt University.
   Google Scholar
• Nolen, S. B., & Ward, C. J. (2008). Sociocultural and situative approaches to studying motivation. In M. L. Maehr, S. A. Karabenick, & T. C. Urdan (Eds.), Social psychological perspectives: Advances in motivation and achievement (pp. 425–460). Emerald Group Publishing Limited.
   Google Scholar
• Milner, H. R. (2007). Race, culture, and researcher positionality: Working through dangers seen, unseen, and unforeseen. Educational Researcher, 36(7), 388–400. https://doi.org/10.3102/0013189X07309471
   Google Scholar
• Morales, H., & DiNapoli, J. (2018). Latinx bilingual students’ perseverance on a mathematical task: A rehumanizing perspective. Journal of Research in Mathematics Education, 7(3), 226–250. https://doi.org/10.17583/redimat.2018.3274
   Google Scholar
• Moschkovich, J. N. (2015). Academic literacy in mathematics for English learners. Journal of Mathematical Behavior, 40, 43–62. https://doi.org/10.1016/j.jmathb.2015.01.005
   Web of Science ®Google Scholar
• Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. https://doi.org/10.3102/0013189X12441244
   Web of Science ®Google Scholar
• Philip, T. M. (2011). An “ideology in pieces” approach to studying change in teachers’ sensemaking about race, racism, and racial justice. Cognition and Instruction, 29(3), 297–329. https://doi.org/10.1080/07370008.2011.583369
   Web of Science ®Google Scholar
• Poza, L. (2019). “Where the true power resides”: Student translanguaging and supportive teacher dispositions. Bilingual Research Journal, 42(4), 408–431. https://doi.org/10.1080/15235882.2019.1682717
   Web of Science ®Google Scholar
• Roegman, R., Reagan, R., Goodwin, A. L., Lee, C. C., & Vernikoff, L. (2020). Reimagining social justice-oriented teacher preparation in current sociopolitical contexts. International Journal of Qualitative Studies in Education, 34(2), 145–167. https://doi.org/10.1080/09518398.2020.1735557
   Web of Science ®Google Scholar
• Rosa, J. D. (2016). Standardization, racialization, languagelessness: Raciolinguistic ideologies across communicative contexts. Journal of Linguistic Anthropology, 26(2), 162–183.
   Web of Science ®Google Scholar
• Rosa, J., & Flores, N. (2017). Do you hear what I hear? Raciolinguistic ideologies and culturally sustaining pedagogies. In H. Alim & D. Paris (Eds.), Culturally sustaining pedagogies: Teaching and learning for justice in a changing world (pp. 175–190). Teachers College Press.
   Google Scholar
• Ryan, U., & Parra, A. (2019). Epistemological aspects of multilingualism in mathematics education: An inferentialist approach. Research in Mathematics Education, 21(2), 152–167.
   Web of Science ®Google Scholar
• Sengupta-Irving, T., & Enyedy, N. (2015). Why engaging in mathematical practices may explain stronger outcomes in affect and engagement: Comparing student drive with highly guided inquiry. The Journal of the Learning Sciences, 24(4), 550–592.
   Web of Science ®Google Scholar
• Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Orchestrating productive mathematical discussions: Five practices for helping teachers move beyond show and tell. Mathematical Thinking and Learning, 10(4), 313–340.
   Google Scholar
• Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage.
   Google Scholar
• Tai, K., & Li, W. (2020). Bringing the outside in: Connecting students’ out-of-school knowledge and experience through translanguaging in Hong Kong English medium instruction mathematics classes. System, 95, 1–32.
   Web of Science ®Google Scholar
• Willey, C., Gatza, A., & Flessner, C. (2017). Mathematics discourse communities: Language ideologies and urban mathematics teaching with Latinas/os. Journal of Cases in Educational Leadership, 20(1), 34–48.
   Google Scholar