Access to Mathematics versus Access to the Language of Power: The Struggle in Multilingual Mathematics Classrooms

Autor/in	Setati, Mamokgethi
Titel	Access to Mathematics versus Access to the Language of Power: The Struggle in Multilingual Mathematics Classrooms
Quelle	In: South African Journal of Education, 28 (2008) 1, S.103-116 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Multilingualism; Language of Instruction; Language Usage; Foreign Countries; English; Mathematics Instruction; African Languages; Political Issues; Mathematics Teachers; Grade 11; Secondary School Teachers; Interviews; Teacher Attitudes; Student Attitudes; South Africa + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Teaching language; Unterrichtssprache; Sprachgebrauch; Ausland; English language; Englisch; Mathematics lessons; Mathematikunterricht; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Politischer Faktor; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; School year 11; 11. Schuljahr; Schuljahr 11; Interviewing; Interviewtechnik; Lehrerverhalten; Schülerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this article I explore how teachers and learners position themselves in relation to use of language(s) in multilingual mathematics classrooms. I draw from two studies in multilingual mathematics classrooms in South Africa. The analysis presented shows that teachers and learners who position themselves in relation to English are concerned with access to social goods and positioned by the social and economic power of English. They do not focus on epistemological access but argue for English as the language of learning and teaching. In contrast, learners who position themselves in relation to mathematics and so epistemological access, reflect more contradictory discourses, including support for the use of the their home languages as languages of learning and teaching. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01