One Speaker, Two Languages: Learning Opportunities in the Mathematics Classroom

Autor/in	Planas, Núria
Titel	One Speaker, Two Languages: Learning Opportunities in the Mathematics Classroom
Quelle	In: Educational Studies in Mathematics, 87 (2014) 1, S.51-66 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-014-9553-3
Schlagwörter	Language Usage; Spanish; Romance Languages; Bilingual Education; Mathematics Instruction; Video Technology; Translation; Vocabulary; Latin Americans; Language Dominance; Bilingualism; Classroom Communication; Small Group Instruction; Secondary School Students; Second Language Learning; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Sprachgebrauch; Spanisch; Romanische Sprache; Bilingual teaching; Bilingualer Unterricht; Mathematics lessons; Mathematikunterricht; Wortschatz; Latin America; People; Lateinamerika; Bevölkerung; Volk; Sprachliche Dominanz; Bilingualismus; Klassengespräch; Sekundarschüler; Zweitsprachenerwerb; Ausland; Spanien
Abstract	The data reported in this article come from a large project whose goal was to explore how Latin American students in Catalonia, Spain use their two languages--Spanish and Catalan--to support their learning of mathematics in small groups with other students who are Spanish- or Catalan-dominant. For 5 years, lessons from bilingual mathematics classrooms in three public secondary schools were video-recorded and transcribed. In the presentation of findings, I discuss three language practices that emerged from the analyses of several classroom instances as follows: (1) caution with mathematical vocabulary, (2) invention of terms, and (3) word-for-word translation. One example is chosen to represent each practice and some of its situated effects. The first two examples support the view that the experience of language difficulties, either real or presumed, contributes to generating opportunities that may be beneficial to mathematics learning. The third example, where the focus on the mathematics is hindered, points to a contrasting finding. Unlike other studies in the field, which have reported the difficulties and obstacles that arise in learning and teaching due to bilingualism in the classroom, I propose a change of focus through the conceptualization of language as a potential for thinking and doing, and particularly for learning and teaching mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10