We introduce and illustrate three principles for designing secondary mathematics classrooms in which multilingual students can benefit from participating in mathematical discussions. Drawing from the Academic Literacy in Mathematics (ALM) framework (Moschkovich, 2015), we developed these principles through a four-year design research collaboration with ninth grade mathematics teachers working in a linguistically diverse urban secondary school in the southwest USA. The three principles that we developed through this work are (a) Align the conceptual focus and use of problem contexts across each curricular unit, (b) Integrate practice-focused and content-focused learning goals in a trajectory, and (c) Incorporate structures that enable the widest possible participation in classroom discourse. We elucidate the necessity for and implementation of each principle by presenting illustrative cases from our research. At the conclusion of the chapter, we consider the implications of this work for STEM policy and practice in multilingual settings.
Zahner, W., Pelaez, K., & Calleros, E. D. (2021). Principles for Curriculum Design and Pedagogy in Multilingual Secondary Mathematics Classrooms. In A. A. Essien & A. Msimanga (Eds.), Multilingual Education Yearbook 2021 (pp. 235-255). Springer International Publishing. https://doi.org/10.1007/978-3-030-72009-4_13