This module consists of three activities: A community walk, the development of a mathematics lesson, and a final write up and reflection. prospective teachers typically work in pairs or small groups on the activities in this module. There are different versions of activities and several additional options included in this module.

This guide was developed by CUNY-NYSIEB, a collaborative project of the Research Institute for the Study of Language
in Urban Society (RISLUS) and the Ph.D. Program in Urban Education at the Graduate Center, The City University of
New York, and funded by the New York State Education Department. The guide was written under the direction of
CUNY-NYSIEB's Project Director, Nelson Flores, and the Principal Investigators of the project: Ricardo Otheguy, Ofelia
García and Kate Menken. For more information about CUNY-NYSIEB, visit www.cuny-nysieb.org.
Published in 2012 by CUNY-NYSIEB, The Graduate Center, The City University of New York, 365 Fifth Avenue, NY,
NY 10016. www.nysieb@gmail.com.
This guide was revised in 2013 to include the Appendix. Reprinted in March 2013

Bilingualism and multilingualism are realities for students across the
world, and research suggests that teaching children in their home
language promotes effective learning.1, 2, 3, 4 Languages are important
aspects of students’ identities and cultures, and being able to use all
of their linguistic abilities in school is important to students’
development as learners.5