scholarly journals Constructing Playful Talk through Translanguaging in English Medium Instruction Mathematics Classrooms

2020 ◽  
Author(s):  
Kevin W H Tai ◽  
L I Wei
Keyword(s):  
Teaching And Learning ◽  
Meaning Making ◽  
Classroom Interaction ◽  
Pedagogical Practice ◽  
Mathematics Classrooms ◽  
Personal Belief ◽  
English Medium Instruction ◽  
Critical Resource ◽  
Building Rapport

Abstract Recent studies on English-Medium-Instruction (EMI) classroom interaction have begun to look at the role of translanguaging as a pedagogical practice in supporting participants to exploit multilingual and multimodal resources to facilitate content teaching and learning. The present study contributes to this growing body of literature by focusing on playful talk in multiple languages and modalities in EMI mathematics classrooms in a secondary school in Hong Kong. Based on the data collected from a linguistic ethnography, we analyze how the teacher constructs playful talk in order to achieve various pedagogical goals including building rapport, facilitating content explanation and promoting meaningful communication with students. The analysis demonstrates that translanguaging appears to be a critical resource and that several social factors, including the teacher’s personal belief, history, sociocultural, and pedagogical knowledge, play a role in constructing playful talk. The playful talk transforms the classroom into a translanguaging space, which in turn allows the teacher and students to perform a range of creative acts and experiment with a variety of voices to facilitate the meaning making and knowledge construction processes.

scholarly journals The role of language in scaffolding content & language integration in CLIL science classrooms

2019 ◽  
Vol 7 (2) ◽  
pp. 315-328 ◽  
Author(s):  
Kok-Sing Tang
Keyword(s):  
Teaching And Learning ◽  
Meaning Making ◽  
Science Classroom ◽  
Classroom Interaction ◽  
Science Classrooms ◽  
Cognitive Linguistic ◽  
Text Genre ◽  
Teaching Learning ◽  
Integrated Or

Abstract This commentary to the special issue “Teaching, Learning and Scaffolding in CLIL Science Classrooms” synthesizes the contributions from the authors by addressing two overarching questions. First, what is the role of language in mediating science teaching and learning in a CLIL science classroom? Second, to what extent can content and language be integrated or separated in CLIL instruction and assessment? In addressing the first question, I distil three major perspectives of how the authors conceive the role of language as a scaffolding tool. These roles are: (a) providing the discursive means and structure for classroom interaction to occur, (b) enabling students’ construction of knowledge through cognitive and/or linguistic processes, and (c) providing the semantic relationships for science meaning-making. These three perspectives roughly correspond to the discursive, cognitive-linguistic, and semiotic roles of language respectively. In addition, two other roles – epistemic and affective, though not emphasized in this issue, are also discussed. In addressing the second question, I raise a dilemma concerning the integration of content and language. While there are clear political and theoretical arguments calling for an inseparable integration, there is also a common practice to separate content and language as distinct entities for various pedagogical and analytical purposes. In revolving this conundrum, I suggest a way forward is to consider the differences in the various roles of language (discursive/cognitive/linguistic vs. semiotic/epistemic/affective) or the levels of language involved (lexicogrammar vs. text/genre).

“A Gay Agenda”: Troubling Compulsory Heterosexuality in a South African University Classroom

2021 ◽  
pp. 0092055X2110224
Author(s):  
Dennis A. Francis
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Critical Incidents ◽  
Gender And Sexuality ◽  
Pedagogical Practice ◽  
Compulsory Heterosexuality ◽  
Teachers And Students

Not only does teaching about gender and sexuality diversity lead to some very interesting and often emotionally evocative, pedagogical exchanges; it can also create challenging issues for teachers and students alike. This article focuses on what happens when a module that addresses compulsory heterosexuality and schooling is broached in an undergraduate sociology class. More importantly, it offers an analysis of the critical incidents and tensions that pay specific attention to how power, knowledge, and emotion feature in teaching and learning. Using antioppressive and affect theories, this article offers an analysis of how we might understand pedagogical practice, especially as it relates to addressing the power of normative heterosexuality in a university classroom. With reflections emerging from the module, I argue for more sociological theorization and analysis of the role of affect in pedagogies that seek to advance liberatory teaching and learning in the area of anti-heterosexism education.

Conversation Analysis

2021 ◽  
pp. 9-32
Author(s):  
Jenni Ingram
Keyword(s):  
Conversation Analysis ◽  
Classroom Interaction ◽  
Mathematics Classrooms ◽  
Inductive Approach ◽  
Teachers And Students ◽  
Patterns Of Interaction

Conversation analysis offers an inductive approach to the analysis of classroom interaction. With its roots in ethnomethodology, conversation analysis is underpinned by some key principles that focus on how the learning of mathematics is made visible through teachers’ and students’ interactions. Using the tools developed by conversation analysts, the structures and patterns of interaction within mathematics classrooms can be described to reveal what it means to learn, and what it means to do, mathematics in school classrooms. This approach foregrounds what teachers and students themselves treat as learning and doing mathematics and reveals the multifaceted role of interaction in these processes.

Interacción y contexto(s) en el aprendizaje y enseñanza de español como L2

2007 ◽  
Vol 4 (1) ◽  
pp. 73-98
Author(s):  
Manel Lacorte
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Family Members ◽  
Academic Institutions ◽  
L2 Acquisition ◽  
The Social

At the present, the analysis of second language (L2) classroom interaction is one of the most productive areas in the field of L2 teaching and learning. This article describes current theoretical and methodological views of classroom interaction, with specific attention to Spanish as a L2. First, the article examines several theoretical positions that outline the role of interaction on L2 acquisition within certain social, cultural, and political contexts. Then, it focuses on some individual and collective factors involved in the interaction between instructors and students within the L2 classroom, and it discusses some of the social and institutional dimensions that may affect the interaction between the diverse participant agents in the teaching of a L2: instructors, students, administrators, family members, academic institutions, etc. Finally, the article suggests possible pedagogical applications derived from a principled knowledge of contextual and ‘local’ interactive processes in classrooms of Spanish as a L2.

scholarly journals Teachers’ use of language in multilingual mathematics classrooms during trouble-spots

2021 ◽  
pp. 21-38
Author(s):  
Rabih El Mouhayar
Keyword(s):  
Foreign Language ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Language Use ◽  
Meaning Making ◽  
Classroom Teacher ◽  
Dominant Mode ◽  
Teacher Talk ◽  
Mathematics Classrooms ◽  
And Function

Mathematics teaching in a foreign language may lead to discrimination for some learners specifically during trouble-spots that require the construction of shared-understanding. This research compares teacher-learner interaction in two classrooms of Lebanon where mathematics is taught in a foreign language. Eighteen lessons were recorded and transcribed, and utterances of teacher and learners were coded at the levels of: school; session; interlocutor; language use; move and function. Quantitative analysis of language use and qualitative illustrations of representative sequences are reported. The triadic dialogue as the dominant mode of interaction and the multilingual nature of language were found unique aspects of classroom teacher talk. Differences in the roles of language as a resource for meaning-making were also identified. Findings are discussed within sociocultural and ethnomethodological views of language as a medium to achieve mathematics teaching and learning.

scholarly journals ADAPTAÇÕES NO PROCESSO DE INCLUSÃO – SÍNDROME DE DOWN NA ÓTICA: CURRÍCULO, AVALIAÇÃO E MATERIAIS DIDÁTICOS

Revista TEIAS ◽  
2019 ◽  
Vol 20 (58) ◽  
Author(s):  
Erica Andreia Cortez Monteiro ◽  
Suzana Lopes Salgado Ribeiro
Keyword(s):  
Down Syndrome ◽  
Intellectual Disability ◽  
Teaching And Learning ◽  
Curriculum Evaluation ◽  
Pedagogical Practice ◽  
Curriculum Assessment ◽  
Just Society ◽  
Discapacidad Intelectual ◽  
Teaching Learning

 RESUMOEste artigo pretende mostrar a importância das adaptações do currículo, da avaliação, dos materiais didáticos e do papel do professor, diante dos alunos com deficiência intelectual – síndrome de down no ensino regular. Os objetivos aqui apresentados são favorecer ensino e aprendizagem através dos materiais e adaptações de acesso ao currículo e a avaliação. A metodologia utilizada nesta pesquisa são pesquisas bibliográficas. Conclui-se que por meio dos materiais adaptados todos os alunos com deficiência intelectual - síndrome de down são beneficiados, e torna possível uma prática pedagógica de forma igualitária e qualitativa garantindo uma educação para todos, priorizando cada um, independentemente de suas limitações. Os materiais adaptados, o currículo e avaliação otimizam a cooperação entre aluno e professor no processo de ensino-aprendizagem, valorizando a diversidade como agente de transformação de consciência social. ADAPTATIONS IN THE INCLUSION PROCESS - DOWN SYNDROME IN THE OPTICS: CURRICULUM, EVALUATION AND DIDACTIC MATERIALSABSTRACTThis article intends to show the importance of the adaptations of the curriculum, assessment, teaching materials and the role of the teacher, in front of the students with intellectual disability - down syndrome in regular education. The objectives presented here are to favor teaching and learning through the materials and adaptations of access to the curriculum and the evaluation. The methodology used in this research are bibliographic research. It is concluded that through the adapted materials all students with intellectual disability - down syndrome are benefited, and makes possible a pedagogical practice in an egalitarian and qualitative way guaranteeing an education for all, prioritizing each one, regardless of their limitations. Adapted materials, curriculum and assessment optimize student-teacher cooperation in the teaching-learning process, valuing diversity as an agent of transformation of social consciousness, enabling the exercise of citizenship in the construction of a more just society. ADAPTACIONES EN EL PROCESO DE INCLUSIÓN - SÍNDROME DE DOWN EN LA ÓSTICA: CURRICULUM, EVALUACIÓN Y MATERIAL DIDÁCTICOSRESUMEN  Este artículo pretende mostrar la importancia de las adaptaciones del currículo, de la evaluación, de los materiales didácticos y del papel del profesor, ante los alumnos con discapacidad intelectual - síndrome de down en la enseñanza regular. Los objetivos aquí presentados son favorecer la enseñanza y el aprendizaje a través de los materiales y adaptaciones de acceso al currículo y la evaluación. La metodología utilizada en esta investigación son investigaciones bibliográficas. Se concluye que por medio de los materiales adaptados todos los alumnos con discapacidad intelectual - síndrome de down son beneficiados, y hace posible una práctica pedagógica de forma igualitaria y cualitativa garantizando una educación para todos, priorizando cada uno, independientemente de sus limitaciones. Los materiales adaptados, el currículo y la evaluación optimizan la cooperación entre alumno y profesor en el proceso de enseñanza-aprendizaje, valorizando la diversidad como agente de transformación de conciencia social. 

Speaking Mathematically

2015 ◽  
pp. 304-318
Author(s):  
Kassim Olusanmi Ajayi ◽  
Abisola O. Lawani
Keyword(s):  
Oral Language ◽  
Teaching And Learning ◽  
Academic Language ◽  
Intellectual Ability ◽  
Mathematical Concepts ◽  
Language Of Instruction ◽  
Mathematics Classrooms ◽  
Learning Mathematics ◽  
The Everyday

In this chapter, we evaluated the role of language and communication in teaching and learning of mathematics. Language of instruction is very crucial to effective education at every level because linguistic difficulties have serious effects on children's ability to think, read and write effectively. Learning mathematics and the language of mathematics is a challenge for all students, but it is more challenging for students who have no opportunity to use academic language outside the school, if better performances of African children are to be expected in tests of intellectual ability the importance of mathematics instruction in a language that is meaningful to the student cannot be over emphasized. Teachers should translate back and forth the ordinary and technical language, embedded in the use of mathematics and also support the development of the multi-semiotic mathematics register through oral language that moves from the everyday to the technical mode. Students should be encouraged to produce extended discourse in mathematics classrooms and engage in discussion about the language through which word problems are constructed and practice with the writing to mathematical concepts in authentic ways.

scholarly journals Translanguaging as Inclusive Pedagogical Practices in English-Medium Instruction Science and Mathematics Classrooms for Linguistically and Culturally Diverse Students

2021 ◽  
Author(s):  
Kevin W. H. Tai
Keyword(s):  
First Language ◽  
Classroom Interaction ◽  
School Science ◽  
Pedagogical Practices ◽  
Cultural Backgrounds ◽  
Culturally Diverse Students ◽  
Mathematics Classrooms ◽  
Cultural Boundaries ◽  
English Medium Instruction ◽  
And Mathematics

AbstractIn English-medium instruction (EMI), English-as-a-second-language students will learn all/some subjects through English. Although there are a considerable number of studies which explore classroom interaction in Hong Kong (HK) secondary EMI schools, few studies have investigated EMI lessons which involve South Asian ethnic minorised students. These students share different linguistic and cultural backgrounds and they may not share a common first language with the teacher and other classmates. This study conducts a multimodal conversation analysis of science and mathematics lessons at a HK EMI secondary school, triangulated with interview data, in order to explore how the EMI teacher mobilises various resources to make discipline-specific knowledge accessible and cater for the different needs of all students in the classroom. This study argues that the process of enacting inclusive practices is a process of translanguaging which requires the EMI teacher to mobilise various available multilingual and semiotic resources and draw on what students know collectively for transcending cultural boundaries from the students’ everyday culture to cultures of school science and mathematics.

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