Bridging Language Barriers in Statistics for Year-12 Pasifika Students: A Collaborative Study

Autor/in	Sharma, Sashi
Titel	Bridging Language Barriers in Statistics for Year-12 Pasifika Students: A Collaborative Study
Quelle	In: Waikato Journal of Education, 23 (2018) 1, S.107-120 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2382-0373
Schlagwörter	Barriers; Pacific Islanders; Ethnic Groups; Grade 12; High School Students; Audio Equipment; Native Language; Statistics; Language Usage; Correlation; Mathematics Instruction; English (Second Language); Language of Instruction; Group Discussion; Teacher Attitudes; Teaching Methods; Foreign Countries; Multilingualism; Cooperation; New Zealand + Suchen Sie Ihr Suchwort? Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Audio-CD; Statistik; Sprachgebrauch; Korrelation; Mathematics lessons; Mathematikunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Gruppendiskussion; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Mehrsprachigkeit; Multilingualismus; Co-operation; Kooperation; Neuseeland
Abstract	This paper focuses on the use of home languages as a resource for Pasifika students who are learning about statistical methods. It is acknowledged that there are connections between language use and mathematics in mathematics learning and teaching, and the potential challenges this issue can pose have been investigated by researchers. Yet how the challenges of the use of home language versus teaching language might be overcome in statistics classrooms, where language is even more important as a medium of instruction, has received very little scrutiny. This article reports on research carried out in three New Zealand largely Pasifika dominated Year-12 classes. Data was collected from audio recordings of student group discussions and teacher reflections while students were carrying out an investigation of existing datasets. Findings from the teacher reflection aspect of the study indicate that teachers can struggle with how to use home language and real-life contexts to maximise learning in their classroom. Some strategies to incorporate students home language in their learning worked better than others. However, more in-depth research is needed to explore language issues and the barriers they might present in statistics education. (As Provided).
Anmerkungen	Wilf Malcolm Institute of Educational Research. Division of Education, University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand. Tel: +64-7-858-5171; Fax: +64-7-838-4712; e-mail: wmier@waikato.ac.nz; Web site: https://wje.org.nz/index.php/WJE
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01