NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1437996
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0790-8318
EISSN: EISSN-1747-7573
When My Teacher Speaks Spanish, My Math Classroom Experience Changes: Tracking Attitudinal and Achievement Effects
Jesse W. Rubio; Christian D. Schunn; Sarah E. Castleman
Language, Culture and Curriculum, v37 n3 p310-326 2024
As the population of emergent bilingual students in the United States continues to grow, it has become increasingly important to ensure that content area instruction is linguistically and culturally inclusive and accessible. Longitudinal survey and state mathematics assessment data were used to examine how the use of students' home language in the English-medium mathematics classroom related to growth in student achievement and attitudes towards mathematics learning. Surveys from 1,274 students attending four middle schools in a Spanish-dominant community reported on teacher and student use of Spanish as well as attitudes towards learning strategies and mathematics. Structural equation modelling revealed that teachers' use of Spanish predicted students' use of Spanish, which was associated with growth in comfort participating in the mathematics classroom. Increased comfort, moreover, was related to growth in mathematics self-efficacy and, in turn, increased interest in mathematics as well as growth on the state mathematics assessment.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A