Nanke Dokter

260 Stimulating academic language during mathematics instruction goals were not clear enough and that they did not seem to be in line with the assess- ment task. The language-specific goals, learning AL stimulating strategies, were not connected to the more general assessment goals. The question is how to connect the subject-specific goals to the generic goals in the teacher training college and how to align the goals, the assessment tasks and the learning activities. Another question is whether that alignment would be satisfying enough for student teachers to participate actively. Besides the design criteria ‘clear goals’ and ‘assessment’, there were eight other criteria. One of the three student teachers who was interviewed started the learning process after the training. The goals were not clear for her at the start: it took time. This indicates that time could also be of crucial importance. Are all criteria equally important when designing a training? A longitudinal research project may be necessary to provide a better insight in the learning processes of student teachers. A possible spin-off from training student teachers to use AL stimulating strategies can occur for elementary school teachers. When student teachers practice the use of AL stimulating strategies, they can ask their supervisor, the class teacher, for feedback. This may stimulate teachers’ AL awareness, which may lead to enhancement of their own AL stimulating behavior. In this research the supervisors were not investigated. Future research can point out if and how a spin-off in the practice schools may occur. Practical recommendations Recommendations can be made to elementary school teachers and to teacher educa- tors at teacher training colleges. In the first part of this research the conclusion was that teachers disabled their students to learn all features of AL, because they tend to simplify their own AL use. The most important recommendation is therefore to make sure all teachers are aware of their AL use and of the chances they can give their students in developing all aspects of this language register. It is important that they use more complex language features, supported by AL stimulating strategies to make sure the students understand what they say. They may also stimulate students’ AL production more, for instance by using the instructional method discussion more often in their mathematics lessons. This will also facilitate their use of power up strategies. At teacher training colleges the didactic principle of power up and power down strategies might be taught to and practiced by student teachers. The student teachers may use these strategies during mathematics lessons, when they want to improve the mathematical thinking skills of their students. Another recommendation is to connect mathematical thinking and AL in the lessons at the teacher training college, to show student teachers that it is obvious to pay attention to language during mathematics lessons. In the second part of this research the conclusion was that it is important for student teachers to enact and reflect on this enactment. Therefore, teacher training colleges and practice schools should cooperate, so the student teacher is able to practice what is necessary. Practice schools should be aware of the goals the student