Practices more likely to occur in kindergarten mathematics teachers’ instruction when English learners are present |
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| Institution: | 1. LMU Munich, Germany;2. University of Wisconsin-Madison, USA;3. Technical University of Munich, Germany;1. German Institute for International Educational Research, Schloßstraße 29, 60486, Frankfurt am Main, Germany;2. MPRG REaD (Reading Education and Development), Max Planck Institute for Human Development, Lentzeallee 94, 14195, Berlin, Germany;1. Department of Education, Utrecht University, The Netherlands;2. Department of Psychology, Education, and Child Studies, Erasmus University Rotterdam, The Netherlands;3. Learning and Innovation Centre, Avans University of Applied Sciences, The Netherlands;1. Department of Psychology, University of Sheffield, UK;2. Open University, The Netherlands;3. Department of Education, University of York, UK |
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| Abstract: | Considering the rising proportion of English learners (ELs) in general education, little is known about how this change in classroom composition relates to the frequency of instructional activities and skills. This study uses a multimodal perspective on learning mathematics in a multilingual context, which recognizes the diverse modes of communication that students draw on in mathematics classrooms. We examined national data using quantitative analyses and investigated the mathematics practices that were more likely to occur in kindergarten classrooms that did and did not have ELs. We found teachers reported greater frequency of manipulatives and count/calendar activities in mathematics instruction when there were EL students in the classroom. Teachers in classrooms with ELs also reported a greater frequency of mathematics content that involved teaching shapes and practical skills. The findings indicate that teachers tended towards a supportive multimodal approach to instruction when ELs were present. |
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| Keywords: | Secondary dataset analysis Kindergarten English learners Mathematics instruction |
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