Preconference Workshop

Positioning Multilingual Learners and Their Families for Success in K-8 Mathematics 

Speaker: Kathryn Chval, University of Illinois Chicago

Date: February 7, 2024; 9:00 AM–4:30 PM PT - SOLD OUT!
Cost: $150 with purchase of Full Event Registration / $200 to attend only the Preconference Workshop

Grade Band: K-8
 
Goal: Provide specific strategies and images of practice that facilitate access, engagement, and inclusion of multilingual learners and their families. 

Outcomes: Participants will

  • Identify different factors that influence the participation of multilingual learners. 
  • Identify strategies from videos and transcripts that facilitate the participation of multilingual learners. 
  • Discuss messages and biases related to multilingual learners. 
  • Learn about concepts related to positioning. 
  • Apply positioning concepts in relation to cases of multilingual learners. 
  • Discuss the critical role of the teacher in positioning. 
  • Discuss examples of how teachers were successful in positioning multilingual learners in mathematics. 
  • Identify strategies teachers can use to effectively position multilingual learners and their families.

Audience:

Teachers, Leaders, and Parents Who Work with Multilingual Learners in Grades K-8

    Schedule:

    All times are in PT.

    9:00–10:30 AM

    Facilitating Participation of Multilingual Learners in the Mathematics Classroom 

    10:30–10:45 AM

    Break

    10:45 AM–12:15 PM

    Positioning Multilingual Learners in the Classroom 

    12:15–1:00 PM

    Lunch

    1:00–2:30 PM

    Positioning Multilingual Learners to Be Leaders in Your Classroom 

    2:30–2:45 PM

    Break

    2:45–4:30 PM

    Implications for Instruction: Math Tasks, Student Partnerships, and Families 


    Additional Information 

    The material discussed in this session will be drawn from: 

    Chval, K.B., Smith, E., Trigos-Carrillo, L., & Pinnow, R.J. (2021). Teaching math to multilingual students: Positioning English learners for success. Thousand Oaks, CA: Corwin Press. 

    Chval, K., Lannin, J., & Jones, D. (2013). Putting essential understandings of fractions into practice in grades 3-5. Reston, VA: National Council of Teachers of Mathematics. 

    Chval, K.B. & Chavez, O. (2011). Designing mathematics lessons for English language learners. Teaching Mathematics in the Middle School, 17(5), 261-265. 

    Chval, K.B. & Pinnow, R.J. (2018). A path to discourse-rich communities.  Teaching Children Mathematics. 25(1), 105-112. 

    Chval, K.B., Pinnow, R., & Thomas, A. (2015). Learning how to focus on language while teaching mathematics to English language learners: A case study of Courtney. Mathematics Education Research Journal, 27(1), 103-127. doi: 10.1007/s13394-013-0101-8 

    Chval, K.B., & Pinnow, R. (2010). Preservice teachers’ assumptions about Latino/a English language learners. Journal of Teaching for Excellence and Equity in Mathematics, 2(1), 6-12. 

    Lannin, J., Chval, K., & Jones, D. (2013). Putting essential understandings of multiplication and division into practice in grades 3-5. Reston, VA: National Council of Teachers of Mathematics. 

    Pinnow, R. & Chval, K. (2015). “How much you wanna bet?”: Examining the role of positioning in the development of L2 learner interactional competencies in the content classroom. Linguistics and Education, 30, 1-11. 

    National Academies of Sciences, Engineering, and Medicine. (2018). English learners in STEM subjects: Transforming classrooms, schools, and lives. Washington, DC: The National Academies Press. doi: https://doi.org/10.17226/25182. 

    NCTM Position Statement on Transforming Practices and Policies So Multilingual Learners Thrive in Mathematics 

    TODOS/NCSM Position Statement on Positioning Multilingual Learners for Success in Mathematics, 2020-2021