Teachers’ use of language in multilingual mathematics classrooms during trouble-spots
Tipo de documento
Autores
Lista de autores
El-Mouhayar, Rabih
Resumen
Mathematics teaching in a foreign language may lead to discrimination for some learners specifically during trouble-spots that require the construction of shared-understanding. This research compares teacher-learner interaction in two classrooms of Lebanon where mathematics is taught in a foreign language. Eighteen lessons were recorded and transcribed, and utterances of teacher and learners were coded at the levels of: school; session; interlocutor; language use; move and function. Quantitative analysis of language use and qualitative illustrations of representative sequences are reported. The triadic dialogue as the dominant mode of interaction and the multilingual nature of language were found unique aspects of classroom teacher talk. Differences in the roles of language as a resource for meaning-making were also identified. Findings are discussed within sociocultural and ethnomethodological views of language as a medium to achieve mathematics teaching and learning.
Fecha
2021
Tipo de fecha
Estado publicación
Términos clave
Análisis del discurso | Etnomatemática | Interacciones | Otra (fuentes)
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Volumen
19
Rango páginas (artículo)
21-38
ISSN
22544313
Referencias
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