Sammendrag
In this paper, we investigate how preservice teachers (PTs) express their awareness about language diversity in mathematics classrooms. We use “language as resource” and “language as a problem” as theoretical constructs. The data is taken from PTs´ group assignments, including transcriptions of dialogues between the PTs and multilingual students, and from PTs´ written reflections about teaching in multilingual classrooms. We found that in the dialogues, PTs and multilingual students produced meanings together through negotiating a shared repertoire from out-of-school and in-school mathematics context. Nevertheless, the students’ home languages were not evident as resources in PT´s dialogues and reflections. A deficit perspective was present in their reflections. These findings lead us to rethink our teacher education courses so that language as a resource becomes more prominent.
Keywords: Language as resource, language as a problem, preservice teachers.
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