Teaching Mathematics in Multi-Lingual Classrooms: Developing Intercultural Competence via a Study Abroad Program
DOI:
https://doi.org/10.36366/frontiers.v29i2.389Keywords:
Intercultural competence, Pre-service teachers, US students, Tanzania, Multi-lingual, Mathematics, Study aborad, Education abroadAbstract
This study investigated how a study abroad experience teaching mathematics in Tanzania, Africa impacted a group of secondary education pre-service teachers’ (PSTs) from the United States. In particular, we discuss their ability to facilitate the learning of students in multi-lingual mathematics classrooms while personally developing intercultural competence. We examined three areas: the PSTs’ knowledge and comprehension, skills, and attitudes in an effort to understand their ability to teach in multilingual classrooms.
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References
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Anderson, P. H., Lawton, L., Rexeisen, R. J., & Hubbard, A.C. (2006). Short-term study abroad and intercultural sensitivity: A pilot study. International Journal of Intercultural Relations, 30(4), 457–469.
Barrett, M., Bryam, M., Lazar, I. Mompoint-Gaillard, P. & Philippou, S. (edited by J. Huber & C. Reyonds) (2014). Developing intercultural competence through education. Strasbourg: Pestalozzi Series No. 3, Council of Europe Publishing.
Bogdan R.C., & Biklen S.K. (2003). Qualitative research for education: An introduction to theories and methods (4th ed.). New York: Pearson Education Group.
Braskamp, L.A., Braskamp, D.C., Carter Merrill, K., & Engberg, M. (2012). Global Perspective Inventory (GPI). Its purpose, construction, potential uses, and psychometric characteristics. Chicago, IL: Global Perspectives Institute.
Brindley, R., Quinn, S., & Morton, M. L. (2009). Consonance and dissonance in a study abroad program as a catalyst for professional development of pre-service teachers. Teaching and Teacher Education, 25, 525-532.
Cushner, K., & Mahon, J. (2009). Intercultural competence in teacher education: In D. K. Deardorff (Ed.), The Sage handbook of intercultural competences (pp.304-320). Los Angeles, CA: Sage Publications.
Cushner, K., McClelland, A. & Safford, P. (2009). Human diversity in education: An integrative approach (6th ed.). Boston: McGraw-Hill.
Deardorff, D.K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International education, 10(3), 241-266.
Deardorff, D.K. (2009). Implementing intercultural competence assessment. In D.K. Deardorff (Ed.) The Sage handbook of intercultural competence (pp. 477-491). Los Angeles, CA: Sage Pub, 477-491.
Deardorff, D. K. (2011). Intercultural competence in foreign language classroom: A framework and implication for educators in A. Witte and T. Harden (Eds.) Intercultural Competence: Concepts, Challenges, Evaluations (pp. 37-54). Oxford: Peter Lang.
Dennis, M. (2003). Nine higher educational mega trends and how they’ll affect you. Distance Education Report, 7(24), 6.
Denzin, N. (2006). Sociological methods: A sourcebook. Piscataway, New Jersey: Transactions Publishers Paperback.
Heyl, J., & McCarthy, J. (2003). International education and teacher preparation in the U.S. Paper presented at the Conference on Global Challenges and U.S. Higher Education: National Needs and Policy Implications. Duke University, Durham, NC.
Lincoln, Y. S., & Guba, E., G. (2000). Paradigmatic controversies, contradictions and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (2nd ed., pp. 163-188). Thousand Oaks, CA: Sage Publications, Inc.
Lowe, T. B., Dozier, C. D., Hunt-Hurst, P., & Smith, B. P. (2008). Study abroad in West Africa: An interdisciplinary program of international education. College Student Journal, 42(3), 738-747.
McAllister, G. & Irvine, J. J. (Spring 2000). Cross cultural competency and multicultural teacher education. Review of educational research, 70(1), 3-24.
McIntyre, D. J., Byrd, D. M., & Foxx, S. M. (1996). Field laboratory experiences. In J. P. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed.). New York: Macmillan Library Reference.
McNeill, D. (1992). Hand and mind. What gestures reveal about thought. Chicago, IL: The University of Chicago Press.
Meyjes, G. (2010). Intercultural competency in conflict resolution. International symposium Kennesaw State University and United States Army War College.
Myers, E., Jr. (Summer 1997). Some benefits of an education abroad programme for elementary pre-service teachers. Education, 117, 579–583.
Mewborn, D. S. (2000). Learning to teach elementary mathematics: Ecological elements of a field experience. Journal of Mathematics Teacher Education 3(1), 27-46.
Nation, I.S.P. & Webb, S. (2011). Content-based instruction and vocabulary learning. In E. Hinkel (Ed) Handbook of research in second language teaching and learning (pp. 631-644). New York: Routledge.
Pence, H. M., & Macgillivray, I. K. (2008). The impact of an international field experience on preservice teachers. Teaching and Teacher Education, 24, 14-25.
Perso, T. (2003). School mathematics and its impact on cultural diversity. Australian Mathematics Teacher, 59(2), 10–16.
Pirie, S. (1998). Working towards a design for qualitative research. In A. Teppo (Ed.) Qualitative research methods in mathematics education: Monograph number 9. Reston, VA: NCTM.
Samoff, J. (2002). Local initiatives and national policies: The politics of private schooling in Tanzania. International Journal of Educational Research, 15(5), 337-391.
Sharifian, F. & McKay, S. L. (2013). Globalization, localization, and language use/learning. Multilingual Education. 3(3),1-8.
Shein, P. (2012). Seeing with two eyes: A teacher’s use of gestures in revoicing to engage English language learners in the repair of mathematical errors. Journal for Research in Mathematics Education, 43(2), 182-221.
Smalley & Retallick. (2011). Purposes, activities, and documentation of early field experiences in agricultural education: A national Delphi study. Journal of Agricultural Education. 52(3), 100-109.
Spradley, J.P. (1980). Participant observation. New York: Holt, Rinehart, & Winston.
TESOL (2006). PreK-12 English language proficiency standards framework. Retrieved from http://www.tesol.org/advance-the-field/standards/prek-12-english-language-proficiency-standards.
Thomas, P. G. (2006). Pre-service practicum teaching in central Asia: a positive experience for both worlds. Journal of Social Studies Research, 30(1), 21–25.
Ukpokodu, O.N. (2010). How a sustainable campus-wide diversity curriculum fosters academic success. Multicultural Education, 17, 27-36.
VandenBerg, M. & Paige, R. M (2009). Applying theory and research: The evolution of intercultural competence in U.S. study abroad. In D.K. Deardorff (Ed.) The Sage handbook of intercultural competence (pp. 419-437). Los Angeles, CA: Sage.
Zevenbergen, R. (2000). Cracking the code of mathematics classrooms: School success as a function of linguistic, social, and cultural background. In J. Boaler (Ed), Multiple perspectives on mathematics teaching and learning (pp. 201-223). Westport CT: Ablex Publishing.
Anderson, P. H., Lawton, L., Rexeisen, R. J., & Hubbard, A.C. (2006). Short-term study abroad and intercultural sensitivity: A pilot study. International Journal of Intercultural Relations, 30(4), 457–469.
Barrett, M., Bryam, M., Lazar, I. Mompoint-Gaillard, P. & Philippou, S. (edited by J. Huber & C. Reyonds) (2014). Developing intercultural competence through education. Strasbourg: Pestalozzi Series No. 3, Council of Europe Publishing.
Bogdan R.C., & Biklen S.K. (2003). Qualitative research for education: An introduction to theories and methods (4th ed.). New York: Pearson Education Group.
Braskamp, L.A., Braskamp, D.C., Carter Merrill, K., & Engberg, M. (2012). Global Perspective Inventory (GPI). Its purpose, construction, potential uses, and psychometric characteristics. Chicago, IL: Global Perspectives Institute.
Brindley, R., Quinn, S., & Morton, M. L. (2009). Consonance and dissonance in a study abroad program as a catalyst for professional development of pre-service teachers. Teaching and Teacher Education, 25, 525-532.
Cushner, K., & Mahon, J. (2009). Intercultural competence in teacher education: In D. K. Deardorff (Ed.), The Sage handbook of intercultural competences (pp.304-320). Los Angeles, CA: Sage Publications.
Cushner, K., McClelland, A. & Safford, P. (2009). Human diversity in education: An integrative approach (6th ed.). Boston: McGraw-Hill.
Deardorff, D.K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International education, 10(3), 241-266.
Deardorff, D.K. (2009). Implementing intercultural competence assessment. In D.K. Deardorff (Ed.) The Sage handbook of intercultural competence (pp. 477-491). Los Angeles, CA: Sage Pub, 477-491.
Deardorff, D. K. (2011). Intercultural competence in foreign language classroom: A framework and implication for educators in A. Witte and T. Harden (Eds.) Intercultural Competence: Concepts, Challenges, Evaluations (pp. 37-54). Oxford: Peter Lang.
Dennis, M. (2003). Nine higher educational mega trends and how they’ll affect you. Distance Education Report, 7(24), 6.
Denzin, N. (2006). Sociological methods: A sourcebook. Piscataway, New Jersey: Transactions Publishers Paperback.
Heyl, J., & McCarthy, J. (2003). International education and teacher preparation in the U.S. Paper presented at the Conference on Global Challenges and U.S. Higher Education: National Needs and Policy Implications. Duke University, Durham, NC.
Lincoln, Y. S., & Guba, E., G. (2000). Paradigmatic controversies, contradictions and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of Qualitative Research (2nd ed., pp. 163-188). Thousand Oaks, CA: Sage Publications, Inc.
Lowe, T. B., Dozier, C. D., Hunt-Hurst, P., & Smith, B. P. (2008). Study abroad in West Africa: An interdisciplinary program of international education. College Student Journal, 42(3), 738-747.
McAllister, G. & Irvine, J. J. (Spring 2000). Cross cultural competency and multicultural teacher education. Review of educational research, 70(1), 3-24.
McIntyre, D. J., Byrd, D. M., & Foxx, S. M. (1996). Field laboratory experiences. In J. P. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed.). New York: Macmillan Library Reference.
McNeill, D. (1992). Hand and mind. What gestures reveal about thought. Chicago, IL: The University of Chicago Press.
Meyjes, G. (2010). Intercultural competency in conflict resolution. International symposium Kennesaw State University and United States Army War College.
Myers, E., Jr. (Summer 1997). Some benefits of an education abroad programme for elementary pre-service teachers. Education, 117, 579–583.
Mewborn, D. S. (2000). Learning to teach elementary mathematics: Ecological elements of a field experience. Journal of Mathematics Teacher Education 3(1), 27-46.
Nation, I.S.P. & Webb, S. (2011). Content-based instruction and vocabulary learning. In E. Hinkel (Ed) Handbook of research in second language teaching and learning (pp. 631-644). New York: Routledge.
Pence, H. M., & Macgillivray, I. K. (2008). The impact of an international field experience on preservice teachers. Teaching and Teacher Education, 24, 14-25.
Perso, T. (2003). School mathematics and its impact on cultural diversity. Australian Mathematics Teacher, 59(2), 10–16.
Pirie, S. (1998). Working towards a design for qualitative research. In A. Teppo (Ed.) Qualitative research methods in mathematics education: Monograph number 9. Reston, VA: NCTM.
Samoff, J. (2002). Local initiatives and national policies: The politics of private schooling in Tanzania. International Journal of Educational Research, 15(5), 337-391.
Sharifian, F. & McKay, S. L. (2013). Globalization, localization, and language use/learning. Multilingual Education. 3(3),1-8.
Shein, P. (2012). Seeing with two eyes: A teacher’s use of gestures in revoicing to engage English language learners in the repair of mathematical errors. Journal for Research in Mathematics Education, 43(2), 182-221.
Smalley & Retallick. (2011). Purposes, activities, and documentation of early field experiences in agricultural education: A national Delphi study. Journal of Agricultural Education. 52(3), 100-109.
Spradley, J.P. (1980). Participant observation. New York: Holt, Rinehart, & Winston.
TESOL (2006). PreK-12 English language proficiency standards framework. Retrieved from http://www.tesol.org/advance-the-field/standards/prek-12-english-language-proficiency-standards.
Thomas, P. G. (2006). Pre-service practicum teaching in central Asia: a positive experience for both worlds. Journal of Social Studies Research, 30(1), 21–25.
Ukpokodu, O.N. (2010). How a sustainable campus-wide diversity curriculum fosters academic success. Multicultural Education, 17, 27-36.
VandenBerg, M. & Paige, R. M (2009). Applying theory and research: The evolution of intercultural competence in U.S. study abroad. In D.K. Deardorff (Ed.) The Sage handbook of intercultural competence (pp. 419-437). Los Angeles, CA: Sage.
Zevenbergen, R. (2000). Cracking the code of mathematics classrooms: School success as a function of linguistic, social, and cultural background. In J. Boaler (Ed), Multiple perspectives on mathematics teaching and learning (pp. 201-223). Westport CT: Ablex Publishing.
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Published
2017-11-16
How to Cite
Kasmer, L. A. ., & Billings, E. (2017). Teaching Mathematics in Multi-Lingual Classrooms: Developing Intercultural Competence via a Study Abroad Program. Frontiers: The Interdisciplinary Journal of Study Abroad, 29(2), 1–17. https://doi.org/10.36366/frontiers.v29i2.389
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Research Articles
