Academic Language in Mathematics Education documents the possible effects of a content and language-integration approach, designed to prepare mathematics teachers to instruct English learners. Based on the claim that proficiency in mathematics requires more than computations, but also communication, this book proposes the infusion of secondary mathematics methods courses with second language acquisition instruction. By presenting empirical evidence of linguistically responsive pedagogical practices in secondary-level mathematics classrooms, this volume highlights instruction strategies, and offers a critical look at the construct of mathematics teacher education for non-native English learners.
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