| The purpose of this research is to better understand how middle school Latina/o ELLs (English language learners) develop mathematical discourse in reform-oriented classrooms. With a socioculturally-influenced framework relying primarily on the community of practice (CofP) model and drawing from language socialization, this study examines how ELLs become (or not) central members of a mathematical discourse community.; This is a descriptive, qualitative case study which examines and compares how both recent arrivals and U.S. born sixth grade Spanish and English speakers from three urban math classes in the southwest practice mathematical discourse, content, and ways of interacting in math class. Within the socioculturally-based theoretical perspective taken in this investigation, learning is defined as participation in shared practices. Discourse constructed and produced within social interaction in school is thus a crucial element in understanding how and what ELLs learn with regard to mathematics---one of the most critical academic disciplines that students must succeed in. Discourse analysis was used to uncover aspects of students' learning.; My findings reveal that language learners use a number of highly complex discourse practices that run the gamut from lower order to higher order thinking tasks. This finding is unique in that math has traditionally been considered to be not as language dependent as other content classes. ELLs who ultimately became central members in the classroom CofP used more diverse higher-order language than those who remained peripheral.; Reform-oriented mathematics classes, designed to address the needs of linguistic minority learners, are framed within interesting and motivating scenarios. When properly implemented, these frames serve their purpose of encouraging participation and socializing students to language and content. Although I have found reform-oriented math to be effective for ELLs, I have discovered that mathematical discourse is not always clearly spelled out in curricula. Thus teachers must identify the target discourse in order to effectively teach it to their students.; My conclusions reveal that discourse learning in the mathematics classroom is a complex process. Internal issues of identity, language proficiency, and knowledge of math and of school, coupled with external issues, such as teaching style and curriculum, affect participation in class. |
