Chapter 5: Teacher Beliefs Toward Bilingual Instruction in Mathematics

This chapter investigates the development of preservice teachers’ (PSTs) beliefs following their participation in a “practice-based” teacher education program focused on the integration of language and literacy-centered pedagogical approaches for bilingual mathematics instruction within elementary-level dual language programs (DLP). Data for this study was drawn from the Mathematics Language and Literacy Integration (MALLI) project, which was designed to help PSTs develop the dispositions, knowledge, and skills needed to effectively support emergent bilingual (EB) students. The primary goals of the MALLI project were to provide PSTs with access to mathematics methods instructors to model the integration of language and literacy practices in bilingual mathematics contexts as well as guidance from their mentor or cooperating teacher (CT) on the implementation of such strategies during their practicum experience. MALLI sought to enhance PSTs’ development of beliefs and dispositions regarding their own efficacy in teaching mathematics in DLP that improved emerging bilingual (EB) students’ mathematical reasoning and understanding using three broad strategies: (a) a focus on language and literacy practices defined and presented through a mathematics methods course with an emphasis on mathematical literacy, vocabulary and discourse; (b) access to a mentor or CT; and (c) peer analysis and feedback of video recorded lessons through a lesson study framework (see Patthoff, this volume). Taken together, these three elements of the MALLI project offered PSTs a novel approach for integrating language, literacy, and mathematics instruction in a DLP. Changing PST beliefs does not necessarily suggest that their instructional practices will change, but changing beliefs regarding one’s efficacy and understanding is an important first step in any curricular or instructional innovation.