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Monopolizing teacher attention: A case of multilingual learners’ competence embodied in social formations

The rapid growth of multilingual mathematics learners in the US creates an urgent need for researchers and teachers to pay close attention to the complex social negotiation of resources in their classroom because these students are some of the most vulnerable to continual dehumanizing practices. Researchers and teachers need to understand how multilingual learns access resources but also how they manage the social risk of incompetence ascribed to students utilizing these resources. The current work presents an interaction as a case of the negotiation of resources, access, and competence during of a breakdown in the expectations of whom is allowed to make meaning of mathematics. Through the analysis, we see both how multilingual students are othered and excluded from mathematical discussion and how these students can reconstruct themselves as competent.