Geraldine Mongillo

The use of modern standard and spoken Arabic in mathematics lessons: the case of a diglossic language / El uso del árabe estándar moderno y del árabe hablado en las clases de matemáticas: el caso de una lengua diglósica

Abstract Researchers have shown an increased interest in the way teachers use their knowledge about language (KAL) to enhance student understanding and learning. This qualitative case study investigated first- and second-grade teachers’ use of KAL in Arabic. We investigated the linguistic transitions from standard Arabic to spoken Arabic made by the teachers during mathematics lessons. The results suggested that Arab-speaking mathematics teachers were aware of the gap between home language (Spoken Arabic) and school language (Modern Standard Arabic) and used linguistic transition as a teaching strategy to develop academic thinking and behaviour among their students. The results suggested that Arab teachers built a non-formal bilingual education programme where the two languages were used to teach mathematics. Despite the requirement to use Modern Standard Arabic, participants bridged the gap between the languages, which suggests an inherent understanding that ‘language and identity are ultimately inseparable’.

CHAPTER 9: The Reimagination of a Graduate Reading Program

ABSTRACT This chapter examines the process that three professors in higher education engaged in to reimagine their graduate reading program. This reimagination began when the authors asked: What knowledge, experiences, and dispositions do reading professionals need to ensure childrens success? To answer this question the authors engaged in a yearlong process of discussion, reflection, and curriculum mapping. This process resulted in the production, interpretation, and application of knowledge that they used to reimagine the reading program. This chapter presents the knowledge and findings from this process. Beginning with a program overview and the roles and responsibilities that candidates are expected to assume as reading specialists, the authors highlight the theory and research that support the program. The three principle themes of knowledge, experiences, and dispositions are used to present the activities that are scaffolded through the program. The article concludes with reflections on the process of reimagination and the implications for future teacher preparation programs.