Improving Algebra Teachers’ Ability to Factor in Language: Complementary Expertise in Action

Abstract

This chapter describes how the practices of an algebra teacher evolved during her participation in a professional development program as she collaboratively developed, implemented, and reflectively assessed a series of three algebra lessons with a specialist in second language acquisition. Teachers’ observations, collaborations, and reflections were coded, categorized, and are here presented. Three main themes were apparent in our analysis of how the professional development program impacted teacher’s practices: (re)structuring classroom activity, small group work, and increased attention to language. A case is made for the use of complementary expertise as a form of professional development. Further, it is argued that effectively teaching algebra to ELLs requires understanding what it means to “speak algebra, " and recognition that even the most abstract algebraic concept can be taken up as talk and thereby learned.