Learner-centred education and English medium instruction: policies in practice in a lower-secondary mathematics class in rural Rwanda

Bowden, Rachel; Uwineza, Innocente; Dushimimana, Jean-Claude; Uworwabayeho, Alphonse

doi:10.1080/03057925.2022.2093163

Cited by 6 publications

(1 citation statement)

References 58 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Tai & Li, 2021a, 2021b, 2021c has demonstrated how EMI mathematics teachers creatively employ various linguistic and multimodal resources to transform the traditionally teacher-fronted interaction and create a space to engage students in learning mathematics and encourage students to develop positive attitudes towards mathematics learning. This, in turn, constructs a more dynamic and contingent environment to facilitate students' participation (Baynham, 2006;Bowden et al, 2022;Lee, 2010). The research findings observed by Tai and Li suggest the need for researchers to move away from the narrow view of EMI mathematics classrooms, which provide limited opportunities for students to interact with the teacher, to a perspective of a creative and socially oriented classroom which prioritizes developing students' mathematical understanding.…”

Section: Emi In Hkmentioning

confidence: 99%

Embodied enactment of a hypothetical scenario in an English medium instruction secondary mathematics classroom: A translanguaging approach

Tai

Wei

2023

Language Teaching Research

View full text Add to dashboard Cite

Adopting a language other than the first as the medium of instruction in teaching mathematics can create significant problems for students’ mathematical learning. However, there is little research on the ways in which bi/multilingual mathematics teachers can make use of diverse multilingual and multimodal resources to keep students engaged in learning abstract mathematical knowledge. This article aims to explore how an English-medium-instruction (EMI) mathematics teacher creates different hypothetical scenarios through embodied enactments to enhance students’ mathematical understanding and motivate students’ interest in learning mathematics. The data of this study is obtained from a focused classroom observation in a Hong Kong EMI secondary mathematics classroom. Multimodal conversation analysis is employed to analyse the classroom interaction data, and the analysis is triangulated with video-stimulated-recall interviews which are analysed with interpretative phenomenological analysis. This article aims to extend the notion of embodied enactment as a form of translanguaging to facilitate mathematical learning and develop students’ motivation in learning mathematics in the EMI setting. Particularly, this article argues that embodied enactment creates a translanguaging space for the EMI teacher to achieve mathematical teaching.

show abstract