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Theorizing A Translanguaging Stance: Envisioning An Empowering Participatory Mathematics Education Juntos Con Emergent Bilingual Students, Luz A. Maldonado, Gladys Rueda Krause, Melissa Adams Corral

Teaching and Learning Faculty Publications and Presentations

We propose a translanguaging stance in the bilingual mathematics classroom defined by four elements: (1) Con respeto for other people’s ideas, leading to positive intellectual relations, (2) Con cariño, a commitment to the learning of others, (3) Como familia, working for the good of the classroom collective and for the benefit of individuals, and (4) Con acompañamiento, where teachers actively do math with their students. We propose a focus for the bilingual mathematics classroom and emergent bilingual students that emphasizes the importance of rehumanizing mathematics classrooms for all students and valuing their full linguistic repertoires.