Co-Learning in Hong Kong English Medium Instruction Mathematics Secondary Classrooms: A Translanguaging Perspective

Autor/inn/en	Tai, Kevin W. H.; Wei, Li
Titel	Co-Learning in Hong Kong English Medium Instruction Mathematics Secondary Classrooms: A Translanguaging Perspective
Quelle	In: Language and Education, 35 (2021) 3, S.241-267 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2020.1837860
Schlagwörter	Classroom Communication; Discourse Analysis; Phenomenology; Secondary School Students; Language of Instruction; English (Second Language); Second Language Learning; Mathematics Instruction; Foreign Countries; Teacher Student Relationship; Ethnography; Bilingualism; Multilingualism; Video Technology; Recall (Psychology); Student Attitudes; Teacher Attitudes; Code Switching (Language); Language Usage; Mandarin Chinese; Sino Tibetan Languages; Teaching Methods; Native Language; Language Proficiency; Paralinguistics; Hong Kong + Suchen Sie Ihr Suchwort? Klassengespräch; Diskursanalyse; Phenomenological psychology; Phänomenologie; Psychologie; Sekundarschüler; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Mathematics lessons; Mathematikunterricht; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Ethnografie; Bilingualismus; Mehrsprachigkeit; Multilingualismus; Abberufung; Schülerverhalten; Lehrerverhalten; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Paralinguistik; Hongkong
Abstract	Recent studies on classroom discourse have challenged the traditional classroom role set and emphasised equal contributions from the participants and the emergence of knowledge through active participation. Co-learning emphasises the process in which teachers and students attempt to adapt to one another's behaviour and learn from each other in order to produce desirable learning outcomes. Current research has paid little attention to the ways in which content teachers and students jointly negotiate new knowledge in bi/multilingual classrooms. Based on data collected from a linguistic ethnography in Hong Kong English-Medium-Instruction secondary mathematics classrooms, this paper uses translanguaging as an analytical perspective to analyse how the EMI teacher and students co-learn in the classroom. The data are analysed using Multimodal Conversation Analysis and triangulated with the video-stimulated-recall-interviews which are analysed using Interpretative Phenomenological Analysis. The paper argues that translanguaging creates a safe space for co-learning that emphasises equity in knowledge construction and challenges the hierarchical relationship between the teacher and the learner. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01