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 Building EFL Students‟ Reservoir through Multimodal Classroom: Teacher‟s Perspective

2021 ◽  
Vol 7 (2) ◽  
pp. 44-49
Author(s):  
Laily Maulida Septiana Harti ◽  
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Classroom Teacher ◽  
English As Foreign Language ◽  
Efl Context ◽  
Use Of Technology ◽  
Efl Students ◽  
English Literacy ◽  
Global Language ◽  
Conducive Environment

The ever-growing ideology of English as global language has brought significant effect to education. Moving from the want to learn the language, English literacy has become the need. Learning English thus becomes an urge, especially in English as Foreign Language (EFL) context. Teaching English needs to go over teaching the elements of the language itself, but more to encouraging learners to be able to negotiate meaning in their purposeful interaction. In EFL teaching and learning setting, various studies focusing on the pedagogy have been conducted. This study is, indeed, leading to the pedagogy of English, focusing on the resources that teachers can utilize to create a conducive environment for learning and building the students’ reservoir. In addition, the concept of space in educational setting has given a valuable contribution to carry out pedagogical approach multimodally. This paper examines the employment of multimodal classroom in an EFL university context in Indonesia to develop students’ reservoir of English. How multimodality and the use of technology provide affordances and possible constraints to the teaching and learning process is as well presented according to published researches on the same field of study.

scholarly journals Pragmatics in Teacher Talk: The Case of Pre-Primary Education

2020 ◽  
Vol 13 (8) ◽  
pp. 168
Author(s):  
Júlia Barón ◽  
Helena Roquet ◽  
Natalia Evnitskaya ◽  
Noelia Navarro
Keyword(s):  
Foreign Language ◽  
Primary Education ◽  
Primary Schools ◽  
Language Use ◽  
Speech Act ◽  
Primary Teachers ◽  
Teacher Talk ◽  
Pragmatic Competence ◽  
Efl Classrooms ◽  
L1 English

This study aims to explore how the speech act of requesting is performed in Catalan (L1), English (L1) and EFL classrooms by pre-primary teachers. The study examines transcripts of 40-minute video-recorded lessons (six in Catalan/L1, six in English/FL, and three in English/L1) collected in several pre-primary schools in Catalonia, Spain. Recall interviews with the teachers were also conducted in order to examine their perceptions of their pragmatic performances in the classroom. Results show that teachers predominantly use imperatives in the three groups (Catalan L1, English L1 and EFL); however, a wider variety of requesting strategies is used in the L1 lessons. The study concludes with reflections on the pedagogical implications of the findings and calls for the need to raise teachers’ awareness about the effect their language use might have on the development of learners’ pragmatic competence both in the L1 and the foreign language.

scholarly journals Meaning making in the context of EFL teaching and learning with an artificial intelligence system

2021 ◽  
Vol 17 (22) ◽  
pp. 19
Author(s):  
Simone Tiemi Hashiguti ◽  
Cristiane Carvalho de Paulo Brito ◽  
Rogério de Castro Ângelo
Keyword(s):  
Artificial Intelligence ◽  
Foreign Language ◽  
Technological Innovation ◽  
Teaching And Learning ◽  
Meaning Making ◽  
Virtual Laboratory ◽  
Artificial Intelligence System ◽  
Intelligence System ◽  
Language Structure ◽  
Innovation Project

Within the realm of a technological innovation project for the creation of a virtual laboratory for teaching and learning English as a foreign language, this paper explores the discursive-performatic theory on language that is one of the principles guiding the work. Practical examples from the laboratory are described and fundamental concepts are explained. Meaning making in the historical/technological conditions of the laboratory is seen as taking place in the space between the reexamination of ways to teach formal, institutionalized knowledge on language structure while problematizing meanings and social themes, and reflecting on how language creates realities.

Critical Thinking and Mathematics Teaching and Learning

2019 ◽  
pp. 234-253
Author(s):  
Kelli Thomas ◽  
Douglas Huffman ◽  
Mari Caballero
Keyword(s):  
Critical Thinking ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Methods Course ◽  
Teaching Behaviors ◽  
Mathematics Methods ◽  
Mathematics Classrooms ◽  
Mathematics Methods Course ◽  
Mathematics Teaching And Learning ◽  
And Mathematics

The purpose of this chapter was to investigate pre-service teachers' noticing of children's critical thinking and views towards eliciting and using students' critical thinking in mathematics teaching. A mixed method study was used to provide a range of perspectives on pre-service teachers' views towards mathematics. The results indicated that the pre-service teachers initially held beliefs that mathematics teaching and learning consist of transferring information and students absorbing and memorizing information. The pre-service teachers based their instructional responses on experiences they had as students in elementary mathematics classrooms. The pre-service teachers described what they had observed about teaching mathematics as the ideal without regard for how the teaching behaviors they observed might influence children's critical thinking about mathematics. After completing a mathematics methods course, the pre-service teachers held beliefs more consistent with a reform-oriented classroom and demonstrated growth in their ability to notice children's mathematics thinking.

scholarly journals TEACHER TALK AND INSTRUCTIONAL LANGUAGE CHOICE: TWO PROBLEMS ENCOUNTERED IN EFL CLASSROOM

2019 ◽  
Vol 5 (1) ◽  
pp. 195
Author(s):  
Widya Rizky Pratiwi
Keyword(s):  
Teaching And Learning ◽  
Mother Tongue ◽  
Classroom Teacher ◽  
Classroom Interaction ◽  
Language Choice ◽  
Teacher Talk ◽  
Student Talk ◽  
Teacher Talk Time ◽  
Effective Teaching And Learning ◽  
Instructional Language

When we agree with the internalization of a foreign language acquisition centered in the classroom, teacher talk plays the most important role to achieve the success of teaching and learning. However, a high intensity of teacher talk and the hesitation of instructional language choice become two common problems are usually faced. Therefore, it seems important to present a variety of literature reviews to be considered by teachers which may be used as the reference to solve the problem. This study presented the concept of teacher talk at classroom interaction, monolingual and bilingual approach in EFL classroom and some previous research findings “the rationales for supporting bilingual approach” which were gained from some articles. This study suggests that teachers have to control the quantity and quality of their talk to gain an effective teaching and learning process in the EFL classroom. It is more advantageous to reduce Teacher Talk Time and increase Student Talk Time based on the students’ need because too much teacher talk will have an impact on decreased student learning motivation. When teaching EFL students, it will be helpful for overcoming cognitive difficulties if teachers insert mother tongue for the certain condition such as to translate difficult words from reading the text and to explain grammar. However, the teachers have to keep a principled and judicious use of mother tongue because a very high proportion of it also limits the students’ achievement. If the students are exposed more to the second language, they will become more successful

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 A Cross-Cultural Investigation of Gender-Bound Language Use in Turkish and English Plays: Implications for Foreign Language Education

2018 ◽  
Vol 6 (2) ◽  
pp. 86
Author(s):  
Zubeyde Sinem Genc ◽  
Kıymet Selin Armagan
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Teaching And Learning ◽  
Language Use ◽  
Language Education ◽  
Cross Cultural ◽  
Cross Culture ◽  
Chi Square ◽  
Chi Square Test ◽  
Tag Questions

The aim of the study is to investigate gender-bound language use in Turkish and English languages and to identify the differences and similarities across cultures and genders in the plays with family and social themes. Four English and five Turkish plays were chosen randomly for comparison. The number of words in the plays were taken into consideration for an accurate and balanced analysis. For this reason, the closeness of the number of words used by male and female characters in the plays were more important than the number of plays in total. The Turkish plays consisted of 6781 words and the English plays comprised 7091 words. Thus, in the plays considered as samples of language, a total of 13.872 words were studied with respect to the use of intensifiers, hedges and tag questions in two major groups: (1) cross gender & same culture, (2) same gender & cross culture, within the framework of Lakoff’s (1975) proposal concerning linguistic differences between males and females. A Pearson chi-square test was conducted on the quantitative data for all the analyses. The findings of the study showed that there were significant differences only in the use of hedges. No significant differences in the use of intensifiers and tag questions within the corpus under investigation were observed between the groups. This cross-cultural comparison on English and Turkish implies that Lakoff’s proposition regarding gender-bound language use needs further exploration. The study sheds light upon intercultural communication, and raises awareness and understanding of whether and how language use differs between different genders and cultures, which might be helpful for teachers and learners during the processes of teaching and learning English or Turkish as a foreign language. Furthermore, when the results of the study are considered from the point of intercultural communication, this investigation unveils the similarities and differences between English and Turkish languages in terms of use of intensifiers, hedges, and tag questions.

scholarly journals “Teacher English”: Teacher’s Target Language Use as Cornerstone of Successful Language Teaching

2005 ◽  
Vol 2 (1-2) ◽  
pp. 223-230
Author(s):  
Urška Sešek
Keyword(s):  
Foreign Language ◽  
Language Use ◽  
Mother Tongue ◽  
Language Teaching ◽  
Teacher Talk ◽  
English For Specific Purposes ◽  
Target Language ◽  
Classroom Processes ◽  
Language Mastery

In most of today’s courses of English as a foreign language, the learners and teacher share the same mother tongue, but English is the language used to carry out all activities as far as the learner level allows. This means that the teacher’s level of target language mastery plays a significant role in the quality of language teaching and the resulting learning. The paper looks at the functions of teacher talk as a source of input and model language use as well as a tool for managing classroom processes. Based on that, an argument is made for ‘teacher English’ as a case of English for specific purposes.

scholarly journals The use of indigenous games in the teaching and learning of Mathematics

Revemop ◽  
2020 ◽  
Vol 2 ◽  
pp. e202009
Author(s):  
Mogege Mosimege
Keyword(s):  
South Africa ◽  
Cultural Heritage ◽  
Southern Africa ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Real Life ◽  
Sociocultural Context ◽  
Classroom Activities ◽  
Mathematics Classrooms ◽  
Mathematics Teaching And Learning

Indigenous games play an important role in various communities. Despite research indicating that these games can be used to advance and create a connection between classroom activities and the real life contexts, the connection has not been explored adequately to make this a reality in many mathematics classrooms. This Article reports on the various indigenous games that are a feature in South Africa as well as the Southern Africa region. The Article identifies a number of indigenous games that are popular in South Africa and how such games have been used to promote cultural heritage. This article also discusses examples of the use of such games in the process of teaching and learning of mathematics in schools.Keywords: Indigenous games. Mathematics teaching and learning. Sociocultural context. Real-life examples.El uso de juegos indígenas en la enseñanza y aprendizaje de las Matemáticas Los juegos indígenas juegan un papel importante en varias comunidades. A pesar de las investigaciones que indican que estos juegos pueden usarse para avanzar y crear una conexión entre las actividades del aula y los contextos de la vida real, pero, la conexión no se ha explorado adecuadamente para hacer de esto una realidad en muchas aulas de matemáticas. Este artículo informa sobre los diversos juegos indígenas que son una característica en Sudáfrica y en la región de África del Sur. El artículo identifica una serie de juegos indígenas que son populares en Sudáfrica y cómo dichos juegos se han utilizado para promover el patrimonio cultural. El artículo también analiza ejemplos del uso de tales juegos en la enseñanza y el aprendizaje de las matemáticas en las escuelas.Palabras clave: Juegos indígenas. Enseñanza y aprendizaje de las Matemáticas. Contexto sociocultural. Ejemplos de la vida real.O uso de jogos indígenas no ensino e na aprendizagem de Matemática Os jogos indígenas desempenham um papel importante em várias comunidades. Apesar das pesquisas indicarem que esses jogos podem ser utilzados para avançar e criar uma conexão entre as atividades da sala de aula e os contextos da vida real, essa conexão ainda não foi explorada adequadamente para tornar isso uma realidade em muitas salas de aula de matemática. Este artigo relata diferentes jogos indígenas que são jogados na África do Sul e na região da África Austral. Este artigo, também, identifica vários jogos indígenas populares na África do Sul e como esses jogos foram utilização para a promoção do patrimônio cultural, bem como discute exemplos do uso desses jogos no processo de ensino e aprendizagem de matemática nas escolas.Palavras-chave: Jogos indígenas. Ensino e aprendizagem de Matemática. Contexto sociocultural. Exemplos da vida real.

Conceptualizing a Leadership Style for Promoting the Teaching and Learning of Mathematics in Rural Secondary Schools

2019 ◽  
pp. 261-285
Author(s):  
Zingiswa Mybert Jojo
Keyword(s):  
Secondary Schools ◽  
School Leadership ◽  
South African ◽  
Leadership Style ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
Instructional Leaders ◽  
Mathematics Classrooms ◽  
Effective Teaching And Learning

Mathematics teachers serve as instructional leaders in their classrooms to ensure effective teaching and learning of mathematics. This chapter chronicles the conceptualization of a leadership style that promote the teaching and learning of mathematics in rural secondary schools. In this chapter, a prediction of a leadership style that can transform underachieving rural secondary schools for the promotion of teaching and learning of mathematics is presented. In addition, the interaction between transformational and instructional leadership effects in the mathematics classroom are discussed. The chapter defines leadership in mathematics teaching, discusses leadership for the mathematics classroom, presents how leadership was introduced in South African schools, followed by Mathematics instructions and leadership, and principal's perceptions on school leadership and its links to or effects on mathematics performance. Finally, the chapter suggests applied transformational leadership as a proposed tested model that has yielded a good performance in rural mathematics classrooms.

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