Literaturnachweis - Detailanzeige
Autor/in | El Mouhayar, Rabih |
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Titel | The Use of Triadic Dialogue and Translanguaging to Teach Conventions and Properties during Trouble-Spots in Multilingual Algebra Classrooms |
Quelle | In: International Journal of Science and Mathematics Education, 21 (2023) 6, S.1819-1840 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (El Mouhayar, Rabih) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1571-0068 |
DOI | 10.1007/s10763-022-10326-x |
Schlagwörter | Multilingualism; Code Switching (Language); Language Usage; Native Language; Second Language Learning; Second Language Instruction; Classroom Communication; Mathematics Instruction; Algebra; Grade 7; Language of Instruction; Sociocultural Patterns; Teaching Methods; Learning Processes Mehrsprachigkeit; Multilingualismus; Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; Klassengespräch; Mathematics lessons; Mathematikunterricht; School year 07; 7. Schuljahr; Schuljahr 07; Teaching language; Unterrichtssprache; Soziokulturelle Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess |
Abstract | This research compares the use of triadic dialogue and translanguaging in two multilingual grade seven classrooms where algebra is taught in a foreign language. Ten lessons in one classroom that involve teaching properties and seven lessons in another classroom that involve teaching conventions were video- and audio-recoded and then transcribed. Teacher and learners' utterances were coded at different levels: school, session, interlocutor, language use, and move and function. Quantitative analyses and qualitative illustrations of interaction, discourse, and translanguaging are reported and analyzed. The triadic dialogue (initiation-response-follow-up) turn-taking structure is the dominant style of classroom interaction. Dominant functions of the triadic dialogue and translanguaging in each classroom are identified and analyzed. The findings are discussed from a socio-cultural perspective in which language is viewed as a medium for the process of teaching and learning. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |