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Exploring Bilingual Teachers' Beliefs about Academic Language Development in Mathematics Teaching : = Implications for Bilingual Teachers' Professional Development.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Exploring Bilingual Teachers' Beliefs about Academic Language Development in Mathematics Teaching :/
Reminder of title:	Implications for Bilingual Teachers' Professional Development.
Author:	Canales-Vela, Viola.
Description:	1 online resource (180 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.
Contained By:	Dissertation Abstracts International79-02A(E).
Subject:	Curriculum development. -
Online resource:	click for full text (PQDT)
ISBN:	9780355371826

Exploring Bilingual Teachers' Beliefs about Academic Language Development in Mathematics Teaching : = Implications for Bilingual Teachers' Professional Development.
Canales-Vela, Viola.

Exploring Bilingual Teachers' Beliefs about Academic Language Development in Mathematics Teaching :Implications for Bilingual Teachers' Professional Development. - 1 online resource (180 pages)

Source: Dissertation Abstracts International, Volume: 79-02(E), Section: A.

Thesis (Ed.D.)--The University of Texas Rio Grande Valley, 2017.

Includes bibliographical references

The achievement of mathematics within Hispanic youth is of great concern across the nation. In order to improve student achievement in mathematics, the nature of a mathematics teacher's complex belief system must be understood (McGee & Wang, 2014). The purpose of this exploratory qualitative study is to investigate the K-5 bilingual teachers' beliefs about how to develop the academic language of mathematics in Spanish and English in the context of dual language programs at the elementary school level and bilingual teachers' perceptions on the impact of professional development design for bilingual teachers to meet the needs of their students' academic language development of mathematics in Spanish and English. In addition, this study explores teachers' perceptions on the impact of professional development design for bilingual teachers to meet the needs of their students' academic language development of mathematics in Spanish and English. The findings revealed that the bilingual teachers teaching in a dual language classroom were committed to delivering instruction in mathematics in Spanish and English. Evidence showed that professional development for teaching mathematics in Spanish, developing academic language in Spanish or dual language instruction in mathematics was not available for these teachers. Keywords: emergent bilinguals, dual language program, dual language immersion.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355371826Subjects--Topical Terms:

1148494
Curriculum development.
Index Terms--Genre/Form:

554714
Electronic books.

Exploring Bilingual Teachers' Beliefs about Academic Language Development in Mathematics Teaching : = Implications for Bilingual Teachers' Professional Development.
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504 $a Includes bibliographical references
520 $a The achievement of mathematics within Hispanic youth is of great concern across the nation. In order to improve student achievement in mathematics, the nature of a mathematics teacher's complex belief system must be understood (McGee & Wang, 2014). The purpose of this exploratory qualitative study is to investigate the K-5 bilingual teachers' beliefs about how to develop the academic language of mathematics in Spanish and English in the context of dual language programs at the elementary school level and bilingual teachers' perceptions on the impact of professional development design for bilingual teachers to meet the needs of their students' academic language development of mathematics in Spanish and English. In addition, this study explores teachers' perceptions on the impact of professional development design for bilingual teachers to meet the needs of their students' academic language development of mathematics in Spanish and English. The findings revealed that the bilingual teachers teaching in a dual language classroom were committed to delivering instruction in mathematics in Spanish and English. Evidence showed that professional development for teaching mathematics in Spanish, developing academic language in Spanish or dual language instruction in mathematics was not available for these teachers. Keywords: emergent bilinguals, dual language program, dual language immersion.
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