Using a functional multilingualism framework and online learning to develop professional repertoires and racial literacy for trainee mathematics teachers in London, England

References

• Arnot, M., Schneider, C., Evans, M., Liu, Y., Welply, O., & Davies-Tutt, D. (2014). School approaches to the education of EAL students. Bell Foundation. https://www.bell-foundation.org.uk/app/uploads/2017/05/Full-Report-FV.pdf.
   Google Scholar
• Barwell, R. (2009). The role of language in mathematics. NALDIC. https://www.naldic.org.uk/Resources/NALDIC/docs/resources/documents/The%20Role%20of%20language%20in%20mathematics.pdf
   Google Scholar
• Barwell, R. (2014). Centripetal and centrifugal language forces in one elementary school second language mathematics classroom. ZDM, 46(6), 911–922. https://doi.org/10.1007/s11858-014-0611-1
   Google Scholar
• Bell Foundation. (2019). Initial Teacher Training (in EAL). https://www.bell-foundation.org.uk/eal-programme/training/initial-teacher-training/
   Google Scholar
• Benson, A. (2017). Migrants becoming mathematics teachers: Personal resources and professional capitals [Unpublished EdD thesis]. Metropolitan University.
   Google Scholar
• Benson, A. (2022). Migrant maths teachers: Deficit, translanguaging, and growing authority. Languages, 7(2), 136. https://www.mdpi.com/2226-471X/7/2/136
   Google Scholar
• Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge University Press.
   Google Scholar
• Bourdieu, P., & Wacquant, L. J. D. (1992). An invitation to reflexive sociology. Polity Press.
   Google Scholar
• Cummins, J., & Early, M. (2011). Identity texts: The collaborative creation of power in multilingual schools. Trentham Press.
   Google Scholar
• Cunningham, C., & Little, S. (2022). ‘Inert benevolence’ towards languages beyond English in the discourses of English primary school teachers. Linguistics and Education, https://www.sciencedirect.com/science/article/pii/S0898589822001103
   Web of Science ®Google Scholar
• Cushing, I. (2023). “Miss, can you speak English?”: Raciolinguistic ideologies and language oppression in initial teacher education. British Journal of Sociology of Education, 44(5), 896–911.
   Web of Science ®Google Scholar
• Department for Education. (2013). Teachers’ standards. DfE.
   Google Scholar
• Department for Education. (2019). ITT core content framework. DfE. https://www.gov.uk/government/publications/initial-teacher-training-itt-core-content-framework
   Google Scholar
• Department for Education. (2021). Initial teacher training (ITT) market review report. DfE. https://assets.publishing.service.gov.uk/government/ uploads/system/uploads/attachment_data/file/999621/ITT_ market_review_report.pdf
   Google Scholar
• Department for Education. (2022). Initial teacher training census 2022/23. https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-census/2022-23
   Google Scholar
• Department for Education. (2023). Schools, pupils and their characteristics 2022/2023. https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics
   Google Scholar
• Education Endowment Fund (EEF). (2018). Improving mathematics in Key Stages 2 and 3: evidence review. https://educationendowmentfoundation.org.uk/education-evidence/evidence-reviews/mathematics-in-key-stages-2-and-3
   Google Scholar
• Foley, Y., Anderson, C., Hancock, J., & Conteh, J. (2022). Exploring the professional identity and agency of student teachers in multilingual classrooms. Language and Education, 36(2), 106–121. https://doi.org/10.1080/09500782.2021.1991369
   Web of Science ®Google Scholar
• Foster, N., Auger, N., & Van Avermaet, P. (2021). Multilingual tasks as a springboard for transversal practice: Teachers’ decisions and dilemmas in a functional multilingual learning approach. Language and Education, 36(2), 1–17.
   Google Scholar
• Gogolin, I. (2013). The "monolingual habitus" as the common feature in teaching in the language of the majority in different countries. Per Linguam, 13(2), https://pdfs.semanticscholar.org/a450/d34cfd6668da448f20a37af34ef53a46b171.pdf
   Google Scholar
• Hall, C. J. (2020). An ontological framework for English. In C. Hall, & R. Wicaksono (Eds.), Ontologies of English (pp. 13–36). Cambridge University Press.
   Google Scholar
• Heugh, K. (2018). Conclusion: Multilingualism, Diversity, and Equitable Learning: Towards Crossing the ‘Abyss’. In P. Van Avermaet, S. Slembrouck, K. Van Gorp, S. Sierens, & K. Maryns (Eds.), The multilingual edge of education (pp. 341–367). Palgrave Macmillan.
   Google Scholar
• Hutchinson, J. (2018). Educational outcomes of children with English as an additional language. London: Bell Foundation and Education Policy Institute.
   Google Scholar
• Jaspers, J. (2018). Double-edged valorizations of urban heteroglossia. In P. Van Avermaet, S. Slembrouck, K. Van Gorp, S. Sierens, & K. Maryns (Eds.), The multilingual edge of education (pp. 191–210). Palgrave Macmillan.
   Google Scholar
• Joseph-Salisbury, R. (2020). Race and racism in English secondary schools. Runnymede Trust. https://assets.website-files.com/61488f992b58e687f1108c7c/61bcc0cc2a023368396c03d4_Runnymede%20Secondary%20Schools%20report%20FINAL.pdf
   Google Scholar
• Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159–165. https://doi.org/10.1080/00405849509543675
   Web of Science ®Google Scholar
• Lander, V. and Simpson, H. (2023). Finding ‘pockets of possibility’ for anti-racism in a curriculum for student teachers: From absence to action. The Curriculum Journal, 34(1), 22–42. https://doi.org/10.1002/curj.177
   Web of Science ®Google Scholar
• Morgan, C. (2021). Conceptualising and researching mathematics classrooms as sites of communication in classroom research on mathematics and language. In N. Planas, C. Morgan, & M. Schutte (Eds.), Classroom research on mathematics and language. Seeing learners and teachers differently (pp. 100–116). Routledge.
   Google Scholar
• Moschkovich, J. N. (2015). Academic literacy in mathematics for English learners. The Journal of Mathematical Behavior, 40, 43–62. https://doi.org/10.1016/j.jmathb.2015.01.005
   Web of Science ®Google Scholar
• NCETM. (2014). Mathematics glossary for teachers in Key Stages 1–3. https://www.ncetm.org.uk/media/hpihrj3s/national-curriculum-glossary.pdf
   Google Scholar
• NCETM. (2022). Mastery explained. https://www.ncetm.org.uk/teaching-for-mastery/mastery-explained/
   Google Scholar
• Nolan, K. (2012). Dispositions in the field: Viewing mathematics teacher education through the lens of Bourdieu’s social field theory. Educational Studies in Mathematics, 80(1/2), 201–215. https://doi.org/10.1007/s10649-011-9355-9
   Web of Science ®Google Scholar
• OFSTED. (2023). Coordinating mathematical success: The mathematics subject report. https://www.gov.uk/government/publications/subject-report-series-maths/coordinating-mathematical-success-the-mathematics-subject-report
   Google Scholar
• Rutgers, D., Evans, M., Fisher, L., Forbes, K., Gayton, A., & Liu, Y. (2021). Multilingualism, multilingual identity and academic attainment: Evidence from secondary schools in England. Journal of Language,Identity & Education. https://doi.org/10.1080/15348458.2021.1986397
   Web of Science ®Google Scholar
• Shoaib, N. (2020). Classroom screenplay and professional repertoires [Unpublished coursework]. London Metropolitan University.
   Google Scholar
• Sue, D. W., Capodilupo, C. M., Torino, G. C., Bucceri, J. M., Holder, A. M. B., Nadal, K. L., & Esquilin, M. (2007). Racial microaggressions in everyday life: Implications for clinical practice. American Psychologist, 62(4), 271–286. https://doi.org/10.1037/0003-066X.62.4.271
   PubMed Web of Science ®Google Scholar
• Tereshchenko, A., Kaur, B., & Wiggins, A. (2022). Racial and ethnic microaggressions on school placements a resource for mentors. UCL Institute of Education.
   Google Scholar
• Turner, M. (2020). Becoming a black maths teacher [Unpublished PGCE research thesis]. Metropolitan University.
   Google Scholar
• Turner, M., & Tour, E. (2023). Literacies in the English classroom: Leveraging and extending the linguistic repertoire of all students. Australian Journal of Language and Literacy, 46(2), myaccess.library.utoronto.ca/10.1007/s44020-023-00045-3
   Google Scholar
• Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies, 30(6), 1024–1054. https://doi.org/10.1080/01419870701599465
   Web of Science ®Google Scholar
• Williams, C. (1994). Arfarniad o ddulliau dysgu ac addysgu yng nghyd-destun addysguwchradd ddwyieithog [An evaluation of teaching and learning methods in the context of bilingual secondary education]. Bangor.
   Google Scholar
• Zembylas, M., & Papamichael, E. (2017). Pedagogies of discomfort and empathy in multicultural teacher education. Intercultural Education, 28(1), 1–19. https://doi.org/10.1080/14675986.2017.1288448
   Web of Science ®Google Scholar