This study explores how mainstream teachers develop understandings of multilingual learners through sustained dialogue with multilingual partners. Findings show shifts toward asset-based conceptions of identity and teaching, supported by reflective and visual data, highlighting dialogue and multimodal reflection as tools for transformative teacher learning.
We will share examples of feedback that we have received and given as reviewers and co-editors to problematize how these services are overlooked and made invisible. Rather than treating these roles as boxes to check off of a service checklist, we envision a professional development-forward and humane, radically empathetic approach.
The interconnectedness of language and mathematics is explained through linguistic and cognitive theories. Examples from a middle school textbook illustrate the opacity of mathematical language, and an interactive approach is proposed to break it down. Recommendations urge teacher preparation programs to integrate language and diversity in mathematics education curriculum.
