From the Publisher
“A most timely book that draws on the latest research to prepare mathematics teachers to work with emerging bilingual students. The book provides a fascinating set of examples that illustrate how teachers can design teaching spaces that draw on the entire linguistic repertoire of emerging bilingual students, engage them in rigorous mathematics, and develop their evolving language. A key resource to all stakeholders who work with current and future mathematics teachers.” (Anthony Fernandes, University of North Carolina Charlotte, USA)
“This timely volume provides principles for how mathematics teacher educators can support pre- and in-service teachers in learning to teach mathematics to English Learners. The chapters illustrate multiple approaches to help secondary teachers develop productive beliefs, engage ELs in mathematical practices, and provide ELs with opportunities to learn important mathematics with understanding. The studies show that teachers can teach mathematics while also paying attention to language, an essential component for addressing equity issues for ELs in secondary mathematics classrooms.” (Judit Moschkovich, University of California, Santa Cruz, USA)
“Establishing language and culture as assets, the authors brilliantly combine areas of expertise in mathematics education and ELLs to prepare secondary mathematics pre-service and in-service teachers to support ELLs in engaging with cognitively demanding tasks. Rarely do teacher educators and instructional leaders have access to resources that provide research-based practices at the secondary level, and this book does exactly that.” (Sylvia Celedón-Pattichis, University of New Mexico, USA)
