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Using a functional multilingualism framework and online learning to develop professional repertoires and racial literacy for trainee mathematics teachers in London, England
16 references·0 citing·43 second hop
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References

  • 1993An Invitation of Reflexive Sociology8,374 cited
  • 2007Super-diversity and its implications5,762 cited
  • 2007Racial microaggressions in everyday life: Implications for clinical practice.5,563 cited
  • 2010The Sociolinguistics of Globalization3,725 cited
  • 19952. But That’s Just Good Teaching! The Case for Culturally Relevant Pedagogy3,488 cited
  • 2010Identity Texts: The Collaborative Creation of Power in Multilingual Schools.263 cited
  • 2012Identity texts: the collaborative creation of power in multilingual schools262 cited
  • 2015Academic literacy in mathematics for English Learners236 cited
  • 2013The "monolingual habitus" as the common feature in teaching in the language of the majority in different countries187 cited
  • 2017Pedagogies of discomfort and empathy in multicultural teacher education129 cited
  • 2011Dispositions in the field: viewing mathematics teacher education through the lens of Bourdieu’s social field theory96 cited
  • 2021Multilingualism, Multilingual Identity and Academic Attainment: Evidence from Secondary Schools in England76 cited
  • 2014Centripetal and centrifugal language forces in one elementary school second language mathematics classroom56 cited
  • 2022‘Inert benevolence’ towards languages beyond English in the discourses of English primary school teachers

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29 cited
  • 2017Conclusion: Multilingualism, Diversity and Equitable Learning: Towards Crossing the ‘Abyss’24 cited
  • 2023Literacies in the English classroom: leveraging and extending the linguistic repertoire of all students11 cited
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