Home language use in mathematics classrooms supports processing, not just input–output work
Bibliographic Data
| ID | 21590129 |
|---|---|
| Authors | Jesse W Rubio (0000-0002-1326-1977, Learning Research and Development Center, University of Pittsburgh, corresponding author), Christian D Schunn (0000-0003-3589-297X, Learning Research and Development Center, University of Pittsburgh), Sarah E Castleman (University of Pittsburgh), Sarah Castleman (Learning Research and Development Center, University of Pittsburgh), Brenda Robles (0000-0001-6023-7809, Learning Research and Development Center, University of Pittsburgh) |
| Year | 2026 |
| Volume | 40 |
| Issue | 1 |
| Pages | 135-155 |
| Publication date | 2026-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language and Education (JOURNAL) |
| Journal identifiers | ISSN: 0950-0782 • E-ISSN: 1747-7581 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500782.2025.2522827 |
| OpenAlex | W4411687299 |
| Language | EN |
| References cited | 24 |
While classrooms in the United States serve an increasingly multilingual student population, the de facto medium-of-instruction policy in most schools is English immersion. Additionally, although evidence suggests that student discussion is crucial to conceptual understanding in mathematics learning, multilingual students and classified English learners in particular tend to rarely engage in meaningful, academically-oriented discussion throughout their school day. In order to promote discussions wherein multilingual peers engage in collaborative mathematical meaning-making, it is critical to understand exactly how home language practices may function as students leverage multilingual learning opportunities in English-medium classrooms. This study drew on quantitative and qualitative data collected in the classrooms of 23 middle school mathematics teachers in a predominantly Spanish-speaking community to investigate how students productively used their home language in mathematics class—including the use of Spanish to deeply process mathematical concepts. Findings suggest that students used Spanish in mathematics learning for two distinct purposes—input-output and processing—and that these separate practices worked together to promote deep engagement with mathematical content and concepts. Results further indicate the value of home language use for processing mathematical meanings in particular and point to the importance of multilingual instructional practices in multilingual classrooms
Linguistics · Mathematics education · Teaching method · Cognitive and developmental aspects of mathematical skills · Computer Science · Education and Technology Integration · Engineering · Innovative Teaching and Learning Methods · Psychology
Automatization, Skill Acquisition, and Practice in Second Language Acquisition
Communities of Practice
Translanguaging, Bilingualism, and Bilingual Education
On matter and meaning
Commentary—After Triangulation, What Next
The discursive construction of learning in a multiethnic school
When my teacher speaks Spanish, my math classroom experience changes
Arguing collaboratively
Building Student Capacity for Mathematical Thinking and Reasoning
Towards a language-based theory of learning
| Citation velocity | historical |
|---|---|
| Highly cited | No |