Keying English Learner Students into Mathematical Content: The Things I Notice Approach

2019 ◽  
pp. 105-118
Author(s):  
Jill A. Perry ◽  
Beth Wassell
Keyword(s):  
English Learner ◽  
Mathematical Content

Critical self-reflection: A performative act 批判的自己内省 ―パフォーマティヴな実践―

2010 ◽  
Vol 34 (4) ◽  
pp. 49
Author(s):  
Misako Tajima
Keyword(s):  
Social Sciences ◽  
Secondary School ◽  
School Teacher ◽  
Theory And Practice ◽  
English Learner ◽  
Academic Journal ◽  
Self Reflection ◽  
Academic Fields ◽  
Global Spread ◽  
The Relationship

Autobiographic and narrative research has recently grown in stature in the field of social sciences. Inspired by Asian TESOL researchers’ critical analyses of self-stories, this paper attempts to reflect upon the author’s personal history in relation to English and discuss ways in which she can position herself as both an English learner and a non-native English speaker (NNES) teacher. The self-reflection and discussion is followed by an argument for performativity, a notion drawing on poststructuralism to understand language itself and the global spread of English. This paper, itself a performative act conducted by a secondary school teacher, exemplifies the concept. The non-academic schoolteacher’s very act of writing in an academic journal aims to contribute to questioning assumptions underlying the relationship between theory and practice and to reconstituting the academic fields of applied linguistics and TESOL. 近年、自伝的かつ語りを含む研究が社会科学の分野で活発になってきている。本稿では、TESOLを専門とする、あるアジア人研究者が彼女たち自身の物語を素材として実施した批判的分析に着想を得て、英語にまつわる自己の歴史を振り返り、英語学習者としての、またNNESの英語教師としてのポジショナリティをどこに位置づけるのかという問題について議論する。さらに、この批判的自己内省を経て、言語そのもの、あるいは英語という言語の地球規模的広がりを理解するために、ポスト構造主義の概念であるパフォーマティヴィティについて検証する。なお、本稿これ自体がある高校教師によるパフォーマティヴな実践であることに言及しておきたい。研究者ではなく、一高校教師が学術雑誌に投稿することを通じ、理論と実践の関係性の背後にある前提に疑問を投げかけ、その結果、応用言語学やTESOLという学問分野の再構築に貢献できることを希望している。

Missed Opportunity: How Induction Policy Fails to Explicitly Address English Learner-Classified Students

2021 ◽  
pp. 002248712110000
Author(s):  
Lucrecia Santibañez ◽  
Christine Snyder ◽  
Danielle Centeno
Keyword(s):  
Teacher Induction ◽  
Language Proficiency ◽  
Teaching Skills ◽  
English Learner ◽  
Knowledge And Skills ◽  
Teaching Knowledge ◽  
Classified Students ◽  
Specific Teaching ◽  
Missed Opportunity

English Learner-classified (ELC) students are one of the nation’s most marginalized student populations. One promising but understudied strategy to strengthen teaching of ELC students is teacher induction. This article examines the role of teacher induction in strengthening novice teachers’ EL-specific teaching knowledge and skills. Through a detailed analysis of induction in California, we find that the state has little external assurance that teachers who have undergone induction can meet ELC students’ unique and diverse needs. California’s decentralized, flexible, teacher-led induction may support teachers’ development of general teaching skills, but misses an opportunity to support teachers in an area where many of them struggle. The study raises other problematic issues around mentoring for equity such as monolithic views of ELC students, lack of timely and actionable information about language proficiency, and lack of guidance as to what constitutes acceptable evidence of competency teaching ELC students.

scholarly journals Changing the Order of Factors Does Not Change the Product but Does Affect Students’ Answers, Especially Girls’ Answers

2021 ◽  
Vol 11 (5) ◽  
pp. 201
Author(s):  
Clelia Cascella ◽  
Chiara Giberti ◽  
Giorgio Bolondi
Keyword(s):  
Experimental Design ◽  
Rasch Model ◽  
Achievement Tests ◽  
Mathematical Content ◽  
Probability Sample ◽  
Decimal Numbers ◽  
Common Items ◽  
The Rasch Model ◽  
Grade 8

This study is aimed at exploring how different formulations of the same mathematical item may influence students’ answers, and whether or not boys and girls are equally affected by differences in presentation. An experimental design was employed: the same stem-items (i.e., items with the same mathematical content and question intent) were formulated differently and administered to a probability sample of 1647 students (grade 8). All the achievement tests were anchored via a set of common items. Students’ answers, equated and then analysed using the Rasch model, confirmed that different formulations affect students’ performances and thus the psychometric functionality of items, with discernible differences according to gender. In particular, we explored students’ sensitivity to the effect of a typical misconception about multiplication with decimal numbers (often called “multiplication makes bigger”) and tested the hypothesis that girls are more prone than boys to be negatively affected by misconception.

scholarly journals Generalizing the Nagel line to circumscribed polygons by analogy and constructive defining

Pythagoras ◽  
2008 ◽  
Vol 0 (68) ◽  
Author(s):  
Michael De Villiers
Keyword(s):  
History Of Mathematics ◽  
Genetic Approach ◽  
Mathematical Content ◽  
Euler Line ◽  
History Of ◽  
Mathematics For Teaching ◽  
The Creation ◽  
Reasoning By Analogy

This paper first discusses the genetic approach and the relevance of the history of mathematics for teaching, reasoning by analogy, and the role of constructive defining in the creation of new mathematical content. It then uses constructive defining to generate a new generalization of the Nagel line of a triangle to polygons circumscribed around a circle, based on an analogy between the Nagel line and the Euler line of a triangle.

scholarly journals Beyond the “English Learner” Frame: Transnational Funds of Knowledge in Social Studies

2016 ◽  
Vol 18 (1) ◽  
pp. 7 ◽  
Author(s):  
Dafney Blanca Dabach ◽  
Aliza Fones
Keyword(s):  
Social Studies ◽  
English Learners ◽  
Citizenship Education ◽  
Immigrant Students ◽  
Funds Of Knowledge ◽  
English Learner ◽  
Formal Schooling ◽  
Social Studies Teacher ◽  
Inclusive Society ◽  
Forms Of Knowledge

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>Transnationalism is a phenomenon that has consequences for education, broadly defined. Even as youth engage in transnational practices that expand their knowledge across borders, immigrant students in U.S. schools are often framed narrowly as “English learners” and their forms of knowledge may be erased. Synthesizing literature at the intersection of transnationalism and education, citizenship education, and funds of knowledge, we argue for the necessity of recognizing immigrant youth’s transnational funds of knowledge. We draw from a qualitative study to illustrate how a high school social studies teacher created space for students’ transnational funds of knowledge in the classroom, focusing on a Pakistani student’s return visit to his country of origin. The teacher’s orientation toward students’ transnational funds of knowledge served to counter assimilationist discourses while teaching U.S. civics. This article contributes to understanding how immigrants’ transnational experiences can widen narrow visions of citizen-building in formal schooling and build upon their assets for a more inclusive society. </span></p></div></div></div></div>

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