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Enhancing Cross-Cultural Awareness and Intercultural Communication Skills: A Practical Example of Teaching Chinese as a Second Language through AAPI Inclusive Practices
Get PDFThe COVID-19 pandemic has exacerbated anti-Asian sentiment, fueled by misleading rumors and conspiracy theories such as the labels "Chinese Virus" and "Wuhan Virus." These narratives have contributed to a surge in hate crimes against Asian American and Pacific Islander (AAPI) communities, with tragic incidents like the Atlanta shooting highlighting the severity of the issue. In response, the AAPI community has actively sought opportunities to foster mutual understanding through language, culture, and education. This paper presents a Chinese language program at a public research institution in a Southern U.S. state that integrates AAPI-inclusive practices into its curriculum. These practices helped raise awareness of cultural understanding of diversity and offered practical approaches. As an example, this paper provides insights into promoting dialogue on campus and within surrounding communities through collaborative learning using local resources; it facilitated mutual understanding and advocated for social inclusion to combat anti-Asian discrimination
Black and Asians Solidarity: Exploring 150+ years of Black and Asian Unity
Get PDFThis book review analyzes the concept of a "shared experience" between members of the Black and Asian Diaspora in the United States. By identifying common themes of oppression, readers will learn of the contributing factors that assisted in creating social movements, a critical aspect of adult education needed to combat different forms of oppression toward marginalized groups, and how it positively impacts contemporary movements and racial solidarity
Investigating Mathematics Teaching Practices in Latin America: Reflections on Preparing U.S. Teachers of English Learners
Get PDFThis article analyzes teaching practices in mathematics from two elementary classrooms in Costa Rica, a Spanish speaking Latin American country. Insights and examples from the analysis may inform mathematics teacher educators and teachers of English learners in the U.S
Test Scores in the U.S.: Introducing the Data to Pre-service Teachers
Get PDFI share a lesson in which I engage pre-service K-8 teachers in a mathematics content course in learning about the role of mathematics in understanding inequities in our society. Specifically, the lesson examines disparities in test scores in terms of race/ethnicity and eligibility for free/reduced lunch. I consider what messages this sends to and generates from pre-service teachers about the role of mathematics in understanding our world and I offer possible extensions of the lesson
In the Shoes of English Language Learners: Using Baseball to Help Pre-service Teachers Understand Some Complexities of Language in Mathematics Instruction
Get PDFThis article discusses qualitative data collected from elementary pre-service teachers (PSTs) who participated in an activity that uses the context of baseball to highlight some of the complexities of language in mathematics instruction. Through this activity, PSTs moved from a more discrete vocabulary orientation for teaching mathematics towards an embedded discourse approach, broadened their views on whom they classify as an English language learner (ELL), and developed empathy for the meaning-making struggles of ELLs in mathematics classrooms
Designing for Diversity: Strategies for Embedding Mathematics in Out-of-school Programs for Children in the Elementary Grades
Get PDFInformal (out-of-school) education, with emphasis on local community and resources, can be particularly beneficial to children from non-dominant cultures. To support integration of more mathematics into such programs, we worked with informal educators based in public libraries (including librarians and after-school educators) to create and make available English and Spanish mathematics activities that they could embed in their daily work with children. We discuss self-reported impacts on informal educators’ math-related attitudes, beliefs, and professional practices
Preparing Teacher Candidates to Work with English Language Learners
Get PDFWe know little about how teacher candidates are prepared to work with English language learners (ELLs) in mathematics classes. This qualitative study, based on interviews with 16 instructors of mathematics methods courses for pre-service teachers, examined instructors’ reported classroom practices regarding helping teacher candidates learn to work with ELLs in mathematics. Findings suggest that ELLs’ needs may not be addressed in mathematics methods classes for varied reasons. This study has implications for mathematics teacher educators, PreK-12 mathematics teachers, and higher education and district level staff members who provide professional development for teachers
Learning Language: A Mathematics Educator’s Reflection on Empathy and Privilege
Get PDFSome educators who are not English language learners (ELLs) do not fully appreciate the struggles and resources ELLs have. This paper, expanded from a reflection in the Spring 2013 newsletter of the North American Study Group on Ethnomathematics (NASGEm), shares a journey of cultivating empathy -- from personal perspective to professional development
Differentiating Mathematics Instruction for Multilingual Students using Critical Sociocultural Practices
No full textThis paper defines and elaborates on a three-tiered transformative approach to differentiating mathematics instruction for multilingual learners, which includes increasing use of small group instruction, improving the quality of assistance during learning, and creating a culture of recognition that affirms all learners. Using supporting evidence from instructional coaching studies, this paper identifies challenges faced by general education mathematics teachers at each tier of differentiation. While coached elementary and secondary teachers made significant gains in implementing this approach to differentiation, secondary mathematics teachers, in particular, had significantly less growth. Implications for increasing mathematics teachers’ knowledge and skills in differentiating instruction for multilingual learners are addressed
