Translanguaging, multilingualism, and multimodality in young children's mathematics learning

Abstract

The purpose of this qualitative research study is to portray the complex language practices of multilingual children when learning mathematics. To do so, I draw on data collected as part of a three-year research study that was designed to understand the relationship between young children's language use and mathematics learning, focusing on students’ work as well as interactions collected through research journal entries and audio recordings. I center the practice of thick description as a path to advance disruptive understanding of multimodal representations of children's language use while learning mathematics. I then consider the necessary movement from a preconceived understanding of language to enacting an understanding of language that is responsive to the experiences and diverse language practices of children. I argue that a disruptive understanding and enactment of language can foster meaningful mathematics learning by dismantling hierarchical power structures.

Translanguaging and Learning Stories in preschool: Supporting language rights and social justice for Latinx children, families, and educators

“…Although research has documented teachers' use of a translanguaging pedagogy (Ascenzi-Moreno, 2018;García, 2020;Gort and Sembiante, 2015;Kirsch, 2017;Moses et al, 2021;Pontier and Gort, 2016;Valencia Mazzanti, 2022), few studies have focused on the flexible language practices of preschool multilingual Latinx children in the context of Language Stories and teacher documentation (Escamilla, 2021). Through a LatCrit and translanguaging framework, we focus on aspects of emergent bilingual children's linguistic, cultural, and familial wealth that have historically been perceived as deficiencies.…”

Addressing Language Diversity in Early Years Mathematics: Proposed Classroom Practices through a Live Brief Assessment

“…García (2017) [20] agrees with this stand, by advocating for 'translanguaging', which involves leveraging all the language repertoires learners possess, transcending traditional language boundaries and shifting the focus from languages to learners. Similarly, Mazzatti (2022) [21] p. 4, defines translanguaging as 'complex ways of using languages to communicate, to understand, and to transform'. Nevertheless, the ways in which these languages are used in mathematics classroom by teachers can be politically and socially constructed under the dominance of monolingual curricular standards [22].…”

“…Another important theme in the literature is using multimodality as a pedagogical lens to address language diversity in mathematics. Multimodality can also be seen as an important part of translanguaging as it refers to a range of modes to communicate mathematical thinking, including words, body movements, listening, writing, graphing, drawings, manipulatives, and music [18,21]. For example, activities where pupils use their bodies and gestures can enhance collective mathematical meaning-making [50] and open up new spaces for mathematical communication.…”