Discourse-shifting practices of a teacher and learning facilitator in a bilingual mathematics classroom

Tyler, Robyn

doi:10.5785/32-3-685

Cited by 4 publications

(3 citation statements)

References 31 publications

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“…This is because successful science teaching requires considerations of learners' developmental levels as well as a well-planned heteroglossic practices that should be used deliberately to reinforce conceptual understandings. The data presented here resonates with the study of Tyler (2016), who made a similar observation of teachers shifting between the discourses and the modes to support learners accessing mathematics knowledge in the South African rural bilingual secondary school context.…”

Section: Resultssupporting

confidence: 84%

“…The critique of a monolingual language policy for schooling, that entails the relegation of native languages in favour of one language policy, along with the negative effect it has on learners' perception of themselves as "knowers" due to being silenced, has given rise to recent studies that push for innovative multilingual approaches to learning (see Blackledge and Creese 2010). These innovations are being pushed so as to question the strict separation of languages in classrooms where learners and teachers are bilingual, instead calling for the practice of 'translanguaging' and to includes other semiotic modes, e.g., (García and Wei 2014;Canagarajah 2015;Tyler 2016;Wei and Lin 2019). A common orientation within this innovative body of research is to embrace and use multiple languages and modes productively, and not as barriers to learning, and to challenge the deficit perspectives that regards bi/multilingual learners as less capable of learning the subject-specific content.…”

Section: Translanguagingmentioning

confidence: 99%

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The Constraints of Monolingual Language Policy and Heteroglossic Practices as a Vehicle for Linguistic Justice

Set

2023

Languages

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This paper draws on conceptualisations of language as heteroglossic practices to examine how the experienced bilingual science teacher navigates between the monoglossic ideology that is embodied in the official Namibian Language in Education Policy (LiEP) within a linguistically constrained Namibian bilingual context. This paper aims to support recent research that challenges monolingual and monoglossic language practices, which tend to ignore the linguistic resources that children bring to the classroom. Data were collected from a classroom including video and audio recordings of lessons, field notes and photographs. The data were analysed through socio-cultural discourse and fine-grained multimodal analytical methods. The data findings illustrate the moment where the science teacher was constrained by English monolingual policy to mediate learners’ access to science learning, and harnessed all linguistic resources that the learners bring to the classroom. Subsidiary to that, there were moments where the teacher worked flexibly across languages, discourses and modes to interrupt the monoglossic ideology that is embodied in the official Namibian Language in Education Policy (LiEP). The use of rich heteroglossic practices is a clear testimony to enhanced science meaning-making regardless of learners’ ‘limited proficiency in English. The findings highlight the need to support learners from linguistically diverse backgrounds through a deliberate inclusive language policy that harnesses the heteroglossic nature of communicative practices and prepares teachers for a multilingual reality.

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Section: Resultssupporting

confidence: 84%

Section: Translanguagingmentioning

confidence: 99%

The Constraints of Monolingual Language Policy and Heteroglossic Practices as a Vehicle for Linguistic Justice

Set

2023

Languages

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“…Students in a bilingual classroom frequently engage in the process of translanguaging in order to process both the mathematics language and the medium of instruction utilized at home. This procedure is occasionally insufficient considering the intricacy of the process necessary to address both languages concurrently (Mielicki et al, 2017;Hahn et al, 2019;Tyler, 2016). Understanding entails grasping the entire structure and processing both linguistic and symbolic registers concurrently (Duval, 2006).…”

Section: Language Task and Mathematics Knowledgementioning

confidence: 99%

Students’ understanding of a geometric theorem: A case of grade 9 problem posing

Patac

Patac²,

Crispo³

2022

J. Res. Adv. Math. Educ

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Teaching axiomatic representation of mathematical objects in all grades can and should be done. The paper analyzes students' understanding and how they perceive theorems using problem posing. We looked at how English-language learners create questions about four geometric theorems from a 9th-grade math textbook. The analysis looks at the question's distinctiveness, its elements' relationships, and sentence structure flaws. These lines, angle, and triangle theorems were chosen to exemplify problem scenarios when a theorem is conveyed in words but not explicitly symbolized. The difficulty of posing mathematically relevant problems stems from the required process of simultaneously changing the theorem language, home language, and formal mathematics language. In Van Hiele's methodology, the pupils' issues aren't classified as a formal or informal deduction. Questions either deduce from a formal system or emphasize theorems. Mastering the required representation registers can assist students in posing problems that reflect, at the very least, at the formal deduction level. The absence of symbolic representation increases the difficulty in posing original problems involving geometric theorems. As a result, how problems are made, especially how they are written, shows how well students understand math through problem-posing.

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Language Policy for Equity in University STEM Education in Postcolonial Contexts: Conceptual Tools for Policy Analysis and Development

Roux

Bangeni

McKinney

2021

Multilingual Education Yearbook 2021

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Discourse-shifting practices of a teacher and learning facilitator in a bilingual mathematics classroom

Cited by 4 publications

References 31 publications

The Constraints of Monolingual Language Policy and Heteroglossic Practices as a Vehicle for Linguistic Justice

The Constraints of Monolingual Language Policy and Heteroglossic Practices as a Vehicle for Linguistic Justice

Students’ understanding of a geometric theorem: A case of grade 9 problem posing

Language Policy for Equity in University STEM Education in Postcolonial Contexts: Conceptual Tools for Policy Analysis and Development

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