Research-informed development of comprehensible isiXhosa teaching material: the Department of Basic Education Mental Starters doubling and halving unit
- Authors: Booi, Tabisa
- Date: 2024-10-11
- Subjects: Native language and education South Africa , Mathematics Translating South Africa , South Africa. Department of Basic Education , Translanguaging (Linguistics) , Mathematics Study and teaching (Elementary) South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463680 , vital:76431
- Description: One of the challenges faced by schools that teach in isiXhosa in the Foundation Phase is the impact of nature of language used in the early-grade mathematics classroom. This is the focus of this research study. Despite numerous programs addressing the poor performance in mathematics, a significant majority of interventions are presented in English, creating barriers for learners and teachers using their native languages. While the Language in Education Policy allows for home language instruction in isiXhosa, the translation of materials often contains distortion in meaning and unfamiliar terms, complicating comprehension for indigenous language learners. Motivated by concerns over low mathematics performance, as highlighted in TIMSS (2019), and my personal experiences in teaching Foundation Phase mathematics in isiXhosa at a rural primary school, this study explores the challenges arising from using translated materials. The use of mediating materials in isiXhosa can be hindered by unfamiliar terms and distortion in meaning. For this reason, I adopted a translanguaging approach, incorporating transliteration between English and isiXhosa, especially in mathematics teaching. Grounded in the pragmatism paradigm, this qualitative design research unfolds in an isiXhosa medium primary school in Makhanda. The investigation centers first on document analysis of the Doubling and Halving unit in the Mental Starters Assessment Programme (MSAP) Teacher Guide (in English and isiXhosa), and then focuses on the teaching of two grade 3 classes, in isiXhosa, using the MSAP Doubling and Halving teaching sequence. Two grade 3 teachers and their principal participate as critical friends. The key research questions are: (1) What are the enablers and constraints that are experienced by the teacher during the mediation of the doubling and halving calculating strategies in isiXhosa?; (2) What are the key terms and phrases (vocabulary) needed to teach doubling and halving in isiXhosa?; (3) What are the perspectives and pedagogical insights of the critical friends on the isiXhosa vocabulary that was developed? The research unfolds in multiple stages, beginning with a document analysis of the MSAP using Toury’s Descriptive Translation Studies. Subsequently, I adapt eight lesson starters for doubling and halving, implementing them across two grade 3 classes in a double action research cycle. Focus group discussions with critical friends, aided by video recordings for stimulated recall, provide valuable insights. Data collected throughout these stages are analyzed through the lens of Vygotsky’s Socio-Cultural theory, contributing to a comprehensive understanding of the challenges and potential solutions in this educational context. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Booi, Tabisa
- Date: 2024-10-11
- Subjects: Native language and education South Africa , Mathematics Translating South Africa , South Africa. Department of Basic Education , Translanguaging (Linguistics) , Mathematics Study and teaching (Elementary) South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463680 , vital:76431
- Description: One of the challenges faced by schools that teach in isiXhosa in the Foundation Phase is the impact of nature of language used in the early-grade mathematics classroom. This is the focus of this research study. Despite numerous programs addressing the poor performance in mathematics, a significant majority of interventions are presented in English, creating barriers for learners and teachers using their native languages. While the Language in Education Policy allows for home language instruction in isiXhosa, the translation of materials often contains distortion in meaning and unfamiliar terms, complicating comprehension for indigenous language learners. Motivated by concerns over low mathematics performance, as highlighted in TIMSS (2019), and my personal experiences in teaching Foundation Phase mathematics in isiXhosa at a rural primary school, this study explores the challenges arising from using translated materials. The use of mediating materials in isiXhosa can be hindered by unfamiliar terms and distortion in meaning. For this reason, I adopted a translanguaging approach, incorporating transliteration between English and isiXhosa, especially in mathematics teaching. Grounded in the pragmatism paradigm, this qualitative design research unfolds in an isiXhosa medium primary school in Makhanda. The investigation centers first on document analysis of the Doubling and Halving unit in the Mental Starters Assessment Programme (MSAP) Teacher Guide (in English and isiXhosa), and then focuses on the teaching of two grade 3 classes, in isiXhosa, using the MSAP Doubling and Halving teaching sequence. Two grade 3 teachers and their principal participate as critical friends. The key research questions are: (1) What are the enablers and constraints that are experienced by the teacher during the mediation of the doubling and halving calculating strategies in isiXhosa?; (2) What are the key terms and phrases (vocabulary) needed to teach doubling and halving in isiXhosa?; (3) What are the perspectives and pedagogical insights of the critical friends on the isiXhosa vocabulary that was developed? The research unfolds in multiple stages, beginning with a document analysis of the MSAP using Toury’s Descriptive Translation Studies. Subsequently, I adapt eight lesson starters for doubling and halving, implementing them across two grade 3 classes in a double action research cycle. Focus group discussions with critical friends, aided by video recordings for stimulated recall, provide valuable insights. Data collected throughout these stages are analyzed through the lens of Vygotsky’s Socio-Cultural theory, contributing to a comprehensive understanding of the challenges and potential solutions in this educational context. , Thesis (MEd) -- Faculty of Education, Primary and Early Childhood Education, 2024
- Full Text:
- Date Issued: 2024-10-11
An exploration into how Grade 3 Foundation Phase teachers implement differentiated instructional practices in their mathematics classrooms
- Authors: Jack, Nomzamo Bridget
- Date: 2023-10-13
- Subjects: Mathematics Study and teaching (Elementary) South Africa , Differentiated instruction , Inclusive education , Mathematics teachers Training of , English-medium instruction
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424057 , vital:72120
- Description: Today’s teaching space is more diverse than before. As a result, differentiated instruction is considered helpful in supporting learner diversity. This teaching approach considers socio-cultural, multiple intelligences, and learning styles also termed learning preferences of learners. It is against this view that I wanted to investigate the implementation of differentiated instruction teaching practices in the Foundation Phase. This study explored differentiated teaching strategies and procedures in mathematics teaching, and I observed four Grade 3 teachers. The theoretical framework underlying this study was the theory of practice architectures. This study is located within an interpretivist paradigm within which I employed a case study research design. The collection of the data sets was through observations and semi-structured interviews. For an analysis of observations, I used a deductive approach. On the other hand, for the semi-structured interviews, I use an inductive approach to discover patterns and themes that I applied during the data analysis process. The validation process was done by giving interview transcripts and a summary of discussions to respondents to verify their responses and check for any misinterpretations. Rich data sets were analysed concerning the research questions, which were as follows: What are the current differentiated instruction teaching practices used by Grade 3 Mathematics teachers? How can the teachers’ differentiated instruction teaching practices be understood in terms of doings, sayings and relatings? How are differentiated instruction teaching practices made visible through the lens of the Theory of Practice Architecture? The findings from the study revealed that the use of learners’ everyday language influences their understanding of mathematics terminology. The study discovered that learners were more comfortable using English to make sense of mathematics terms instead of using isiXhosa, the Language of Learning and Teaching in the Foundation Phase. Additionally, linking learning to learners’ everyday English language enabled them to learn mathematics terms in a relaxed and non-threatening situation, while isiXhosa seemed to constrain learning. Further, the findings revealed that teachers were unclear about differentiated instruction. That was evident when they did not know the elements of differentiated instruction. Thus, the study recommends that teachers need to be supported through workshops to enable them to enact differentiated instruction in their teaching. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Jack, Nomzamo Bridget
- Date: 2023-10-13
- Subjects: Mathematics Study and teaching (Elementary) South Africa , Differentiated instruction , Inclusive education , Mathematics teachers Training of , English-medium instruction
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/424057 , vital:72120
- Description: Today’s teaching space is more diverse than before. As a result, differentiated instruction is considered helpful in supporting learner diversity. This teaching approach considers socio-cultural, multiple intelligences, and learning styles also termed learning preferences of learners. It is against this view that I wanted to investigate the implementation of differentiated instruction teaching practices in the Foundation Phase. This study explored differentiated teaching strategies and procedures in mathematics teaching, and I observed four Grade 3 teachers. The theoretical framework underlying this study was the theory of practice architectures. This study is located within an interpretivist paradigm within which I employed a case study research design. The collection of the data sets was through observations and semi-structured interviews. For an analysis of observations, I used a deductive approach. On the other hand, for the semi-structured interviews, I use an inductive approach to discover patterns and themes that I applied during the data analysis process. The validation process was done by giving interview transcripts and a summary of discussions to respondents to verify their responses and check for any misinterpretations. Rich data sets were analysed concerning the research questions, which were as follows: What are the current differentiated instruction teaching practices used by Grade 3 Mathematics teachers? How can the teachers’ differentiated instruction teaching practices be understood in terms of doings, sayings and relatings? How are differentiated instruction teaching practices made visible through the lens of the Theory of Practice Architecture? The findings from the study revealed that the use of learners’ everyday language influences their understanding of mathematics terminology. The study discovered that learners were more comfortable using English to make sense of mathematics terms instead of using isiXhosa, the Language of Learning and Teaching in the Foundation Phase. Additionally, linking learning to learners’ everyday English language enabled them to learn mathematics terms in a relaxed and non-threatening situation, while isiXhosa seemed to constrain learning. Further, the findings revealed that teachers were unclear about differentiated instruction. That was evident when they did not know the elements of differentiated instruction. Thus, the study recommends that teachers need to be supported through workshops to enable them to enact differentiated instruction in their teaching. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Date Issued: 2023-10-13
The nature of Visual Representations of multiplication and division exercises in nine Grades 1 to 3 South African textbooks
- Authors: Booysen, Tammy Irene
- Date: 2023-03-29
- Subjects: Mathematics Textbooks , Mathematics Study and teaching (Elementary) South Africa , Visual learning , Multiplication Study and teaching (Elementary) South Africa , Division Study and teaching (Elementary) South Africa , Constructivism (Education)
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/422579 , vital:71959
- Description: Mathematics is a language that is rich in visual representations (Mudaly & Rampersad, 2010). Visual Representations assist us in developing our reasoning skills when solving a problem and our understanding of the relationships between concepts (Ozkan et al., 2018). This thesis focuses on the different visual representations (VR) in South African Foundation Phase mathematics textbooks and workbooks. Textbooks and workbooks play an important role in developing an understanding of mathematical concepts for both teachers and learners (Harries & Spooner, 2000). While teachers generally rely heavily on textbooks, they were a key resource while schools were closed due to COVID-19 lockdown regulations. The theory of Constructivism forms part of the theoretical framework for this study. Constructivism advocates that learners actively construct knowledge through experiences rather than passively receiving knowledge from the outside (Von Glaserfeld, 2001). Vygotsky believed that social interactions create experiences that facilitate the learning and meaning-making process (Vygotsky, 1978). This case study is underpinned by an interpretivist paradigm as it sought to examine the nature of VRs in three Grades 1 - 3 textbooks/workbooks. My research approach is primarily qualitative with descriptive statistics to assist in developing a more comprehensive understanding of the research questions. The study was guided by the analytic tool designed by Fotakopoulou and Spiliotopoulou (2008) which I adapted for Foundation Phase mathematics use. The framework provides insight on the type of VR, VRs relation to content, VRs relation to reality, the function of the VR and dimensionality of a VR. While the workbooks had many more VRs than textbooks, the dominant type of VR in textbooks and workbooks are images. The VRs mostly have a strong relation to content with a realistic relation to reality as they were predominantly 2D representation of a 3D object that had an exemplifying function (type b). , Thesis (MEd) -- Faculty of Education, Education, 2023
- Full Text:
- Date Issued: 2023-03-29
- Authors: Booysen, Tammy Irene
- Date: 2023-03-29
- Subjects: Mathematics Textbooks , Mathematics Study and teaching (Elementary) South Africa , Visual learning , Multiplication Study and teaching (Elementary) South Africa , Division Study and teaching (Elementary) South Africa , Constructivism (Education)
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/422579 , vital:71959
- Description: Mathematics is a language that is rich in visual representations (Mudaly & Rampersad, 2010). Visual Representations assist us in developing our reasoning skills when solving a problem and our understanding of the relationships between concepts (Ozkan et al., 2018). This thesis focuses on the different visual representations (VR) in South African Foundation Phase mathematics textbooks and workbooks. Textbooks and workbooks play an important role in developing an understanding of mathematical concepts for both teachers and learners (Harries & Spooner, 2000). While teachers generally rely heavily on textbooks, they were a key resource while schools were closed due to COVID-19 lockdown regulations. The theory of Constructivism forms part of the theoretical framework for this study. Constructivism advocates that learners actively construct knowledge through experiences rather than passively receiving knowledge from the outside (Von Glaserfeld, 2001). Vygotsky believed that social interactions create experiences that facilitate the learning and meaning-making process (Vygotsky, 1978). This case study is underpinned by an interpretivist paradigm as it sought to examine the nature of VRs in three Grades 1 - 3 textbooks/workbooks. My research approach is primarily qualitative with descriptive statistics to assist in developing a more comprehensive understanding of the research questions. The study was guided by the analytic tool designed by Fotakopoulou and Spiliotopoulou (2008) which I adapted for Foundation Phase mathematics use. The framework provides insight on the type of VR, VRs relation to content, VRs relation to reality, the function of the VR and dimensionality of a VR. While the workbooks had many more VRs than textbooks, the dominant type of VR in textbooks and workbooks are images. The VRs mostly have a strong relation to content with a realistic relation to reality as they were predominantly 2D representation of a 3D object that had an exemplifying function (type b). , Thesis (MEd) -- Faculty of Education, Education, 2023
- Full Text:
- Date Issued: 2023-03-29
An investigation of the English language demands of mathematical texts on data handling used in intermediate phase mathematics
- Authors: Jones, Angela Peta
- Date: 2022-10-14
- Subjects: Mathematics Study and teaching (Elementary) South Africa , Middle school education South Africa , Information storage and retrieval systems Mathematics , Language complexity , Textbooks Readability , Language arts Correlation with content subjects South Africa , Content area reading South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405259 , vital:70155
- Description: In the Intermediate Phase the majority of South African learners are transitioning from learning in their mother tongue to learning in English as well as from learning to read to reading to learn, and this is a major challenge. Textbooks are a key mediating artefact in the learning of mathematics and they present a challenge to the learner in terms of the language comprehension demands The data handling sections of mathematics textbooks are particularly dense in text. This is an important part of the mathematics curriculum as it is the beginning of statistical literacy learning. We need to be able to question, evaluate claims based on data, create arguments we can defend and use data meaningfully, it is thus crucial that learners acquire statistical literacy. This research sets out to examine the text in the data handling sections of four Intermediate Phase Mathematics book series in order to answer the following research question: What are the language comprehension demands of English mathematical texts on data handling that are used in South African Intermediate Phase Mathematics? The theories framing the study are Vygotsky’s sociocultural theory and Cummins’ second language acquisition theory. It is an interpretivist mixed method case study that takes the form of a document analysis.. The findings indicate that many units in the books analysed have a higher readability level than the grade level and will thus present a challenge to learners in terms of their ability to access the mathematical content. An analysis of the linguistic complexity revealed that the features contributing most to the complexity of the texts included words with seven or more letters, prepositional phrases, infinitives, complex verbs and complex/compound sentences. An examination of the non-textual elements revealed that most of them are accurate, connected, concise, contextual and these add to the comprehensibility although there were a few which could be possibly be distractors. It is hoped that the empirical findings of this study, will sensitise educators and publishers involved with the design of textbooks and workbooks to the type of language currently found and that they might give attention to the needs of English language learners when developing these texts. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Jones, Angela Peta
- Date: 2022-10-14
- Subjects: Mathematics Study and teaching (Elementary) South Africa , Middle school education South Africa , Information storage and retrieval systems Mathematics , Language complexity , Textbooks Readability , Language arts Correlation with content subjects South Africa , Content area reading South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405259 , vital:70155
- Description: In the Intermediate Phase the majority of South African learners are transitioning from learning in their mother tongue to learning in English as well as from learning to read to reading to learn, and this is a major challenge. Textbooks are a key mediating artefact in the learning of mathematics and they present a challenge to the learner in terms of the language comprehension demands The data handling sections of mathematics textbooks are particularly dense in text. This is an important part of the mathematics curriculum as it is the beginning of statistical literacy learning. We need to be able to question, evaluate claims based on data, create arguments we can defend and use data meaningfully, it is thus crucial that learners acquire statistical literacy. This research sets out to examine the text in the data handling sections of four Intermediate Phase Mathematics book series in order to answer the following research question: What are the language comprehension demands of English mathematical texts on data handling that are used in South African Intermediate Phase Mathematics? The theories framing the study are Vygotsky’s sociocultural theory and Cummins’ second language acquisition theory. It is an interpretivist mixed method case study that takes the form of a document analysis.. The findings indicate that many units in the books analysed have a higher readability level than the grade level and will thus present a challenge to learners in terms of their ability to access the mathematical content. An analysis of the linguistic complexity revealed that the features contributing most to the complexity of the texts included words with seven or more letters, prepositional phrases, infinitives, complex verbs and complex/compound sentences. An examination of the non-textual elements revealed that most of them are accurate, connected, concise, contextual and these add to the comprehensibility although there were a few which could be possibly be distractors. It is hoped that the empirical findings of this study, will sensitise educators and publishers involved with the design of textbooks and workbooks to the type of language currently found and that they might give attention to the needs of English language learners when developing these texts. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
The place of language in supporting children’s mathematical development: two Grade 4 teachers’ use of classroom talk
- Authors: Robertson, Sally-Ann, 1952-
- Date: 2018
- Subjects: Mathematics Study and teaching (Elementary) South Africa , Multilingual education South Africa , Language and education South Africa , Translanguaging (Linguistics) , Language policy South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62072 , vital:28104
- Description: Measures of mathematics achievement (documented locally, and in internationally comparative terms) have shown that South African learners whose first language (L1) is different from their language of learning and teaching (LoLT) are at a significant disadvantage, most particularly learners from vulnerable or marginalised communities. This transdisciplinary case study looks at two experienced Grade 4 teachers’ mathematics classroom talk practices. It is situated within a second language (L2) teaching/learning context in which teachers and learners share the same first language, but mathematics learning and teaching takes place officially through an L2 (English). The study is located within a qualitative and interpretive framework. It brings together insights from a range of distinct but complementary theoretical disciplines in its analysis of the empirical classroom observation and interview data. Its theoretical framing derives initially from professional literature relating to L2 teaching and learning. This is then embedded within a broader theoretical frame deriving from the work of Vygotsky, Bernstein and Halliday, each of whom has focussed on the centrality of language to the teaching/ learning process, as well as contributed to a heightened appreciation of socio-cultural influences on learners’ meaning-making processes. The study illuminates some of the linguistic challenges to L2 children’s maximal participation in the learning of school mathematics. It points too to the significant challenge many South African mathematics teachers face in trying to meet curriculum coverage and pacing demands, while simultaneously facilitating their learners’ ongoing induction – in and through L2 predominantly – into mathematically-appropriate discourse. Grade 4 is a year in which such challenges are often more acutely felt. Independently of the transition across to an L2 for the majority of South African learners, this is the year also where - relative to the foundation phase years - learners encounter an expansion of knowledge areas and more specialised academic text. Many learners struggle to adjust to these higher conceptual and linguistic demands, often leading to what has been termed a ‘fourth-grade slump’. The study highlights the need for more sustained and proactive challenging of perceptions that English as LoLT is the obvious route to educational - and subsequent economic - opportunity. Recognition of the consequences deriving from the choice of English as the main LoLT for mathematics teaching and learning could help counterbalance deficit discourses implicating poor teaching as a major contributor to South Africa’s poor mathematics education outcomes. The study highlights further that, if language is genuinely to be used as the ‘tool’ for learning it is claimed to be, synergistic opportunities for the dovetailing of insights into L2 learners’ literacy/ numeracy development require further exploration. It points to the need for ongoing professional development support for teachers of mathematics (at both pre- and in-service levels) that focuses on broadening and deepening their understandings around the linguistic, and hence epistemological, consequences of learning mathematics through an L2. Expanding mathematics teachers’ repertoires of strategies for supporting learners’ developing cognitive academic language proficiency (CALP) in mathematics (in both L1 and L2) would involve a conception of ‘academic language’ in mathematics which goes beyond a constrained interpretation of ‘legitimate’ mathematical text as that which is in texts such as curriculum documents and text books. Especially important here are strategies which foreground the value of classroom talk in assisting L2 children towards becoming more confident, competent and explorative bilingual learners, and thereby, more active agents of their own mathematical meaning-making processes. The study argues that such meaning-making processes would be further strengthened were additive bilingualism (in place of current predominantly subtractive practices) to be genuinely taken up as core to any teaching and learning of mathematics in contexts such as those described in this case study.
- Full Text:
- Date Issued: 2018
- Authors: Robertson, Sally-Ann, 1952-
- Date: 2018
- Subjects: Mathematics Study and teaching (Elementary) South Africa , Multilingual education South Africa , Language and education South Africa , Translanguaging (Linguistics) , Language policy South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62072 , vital:28104
- Description: Measures of mathematics achievement (documented locally, and in internationally comparative terms) have shown that South African learners whose first language (L1) is different from their language of learning and teaching (LoLT) are at a significant disadvantage, most particularly learners from vulnerable or marginalised communities. This transdisciplinary case study looks at two experienced Grade 4 teachers’ mathematics classroom talk practices. It is situated within a second language (L2) teaching/learning context in which teachers and learners share the same first language, but mathematics learning and teaching takes place officially through an L2 (English). The study is located within a qualitative and interpretive framework. It brings together insights from a range of distinct but complementary theoretical disciplines in its analysis of the empirical classroom observation and interview data. Its theoretical framing derives initially from professional literature relating to L2 teaching and learning. This is then embedded within a broader theoretical frame deriving from the work of Vygotsky, Bernstein and Halliday, each of whom has focussed on the centrality of language to the teaching/ learning process, as well as contributed to a heightened appreciation of socio-cultural influences on learners’ meaning-making processes. The study illuminates some of the linguistic challenges to L2 children’s maximal participation in the learning of school mathematics. It points too to the significant challenge many South African mathematics teachers face in trying to meet curriculum coverage and pacing demands, while simultaneously facilitating their learners’ ongoing induction – in and through L2 predominantly – into mathematically-appropriate discourse. Grade 4 is a year in which such challenges are often more acutely felt. Independently of the transition across to an L2 for the majority of South African learners, this is the year also where - relative to the foundation phase years - learners encounter an expansion of knowledge areas and more specialised academic text. Many learners struggle to adjust to these higher conceptual and linguistic demands, often leading to what has been termed a ‘fourth-grade slump’. The study highlights the need for more sustained and proactive challenging of perceptions that English as LoLT is the obvious route to educational - and subsequent economic - opportunity. Recognition of the consequences deriving from the choice of English as the main LoLT for mathematics teaching and learning could help counterbalance deficit discourses implicating poor teaching as a major contributor to South Africa’s poor mathematics education outcomes. The study highlights further that, if language is genuinely to be used as the ‘tool’ for learning it is claimed to be, synergistic opportunities for the dovetailing of insights into L2 learners’ literacy/ numeracy development require further exploration. It points to the need for ongoing professional development support for teachers of mathematics (at both pre- and in-service levels) that focuses on broadening and deepening their understandings around the linguistic, and hence epistemological, consequences of learning mathematics through an L2. Expanding mathematics teachers’ repertoires of strategies for supporting learners’ developing cognitive academic language proficiency (CALP) in mathematics (in both L1 and L2) would involve a conception of ‘academic language’ in mathematics which goes beyond a constrained interpretation of ‘legitimate’ mathematical text as that which is in texts such as curriculum documents and text books. Especially important here are strategies which foreground the value of classroom talk in assisting L2 children towards becoming more confident, competent and explorative bilingual learners, and thereby, more active agents of their own mathematical meaning-making processes. The study argues that such meaning-making processes would be further strengthened were additive bilingualism (in place of current predominantly subtractive practices) to be genuinely taken up as core to any teaching and learning of mathematics in contexts such as those described in this case study.
- Full Text:
- Date Issued: 2018
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