TRANSITIONING ACROSS LANGUAGES: HOW LANGUAGE AND ACCOUNTABILITY POLICIES SHAPED MATHEMATICS INSTRUCTION IN DUALLANGUAGE CLASSROOMS.

This study explores how dual-language teachers' decision-making was shaped by language policies, accountability policies, and standardized assessments. The study draws on interviews with third and fourth grade elementary teachers in California and Texas (N=17) to understand how they balanced accountability policies and assessments that worked in opposition to being able to provide mathematical learning opportunities within a dual language context. In particular, this study highlights how teachers contended with tensions when the language of instruction was different from the language of assessment. These findings raise the need for coherence across federal, state, and local policymaking for dual language programs to remain student-centered in the implementation of mathematics curriculum to meet the needs of all learners. [ABSTRACT FROM AUTHOR]