Teaching Mathematics<i>and</i>English to English Language Learners Simultaneously

Slavit, David; Ernst‐Slavit, Gisela

doi:10.1080/00940771.2007.11461618

Cited by 16 publications

(9 citation statements)

References 7 publications

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“…Thus, to teach and build understanding of mathematical terminology, the academic language of classroom instruction should be modified to employ a reduced amount of unfamiliar sophisticated nominal vocabularies. The complex theoretical concepts of mathematics represented in terms such as polygon , sides , vertices , corners , open , closed , straight , and curved , as well as the dialectal arrangements that are associated with those vocabularies, are often opaque to LEP students due to difficulties in translation and lack of parallelism in lexicon and ideas across languages (Cummins, 2005; Slavit & Ernst-Slavit, 2007). The argument extends to textbook discourse.…”

Section: Resultsmentioning

confidence: 99%

The Effects of High-Stakes Accountability Measures on Students With Limited English Proficiency

Blaise

2015

Urban Education

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This article reports on a 3-year ethnographic study in a Boston Public school of the performance of Haitian students on the Massachusetts Comprehensive Assessment System (MCAS) and its lasting and likely impact upon them. MCAS is a mandated exam required for students to graduate from high school. Although there are certain provisions for students with limited English proficiency (LEP) to participate under the mandate, LEP students face the test with an enormous disadvantage compared with other students. The issue of second language acquisition appears to have been completely dismissed in the mandated policy. In light of the challenges faced by students with LEP, the article focuses on the core issues at hand in the Massachusetts standardized exam. It analyzes the complexities of language use and acquisition with respect to students with LEP, the pitfalls of the mandated exam, and the effects and impacts created by MCAS on students and their communities. It suggests that an educational system should take into consideration the complexity of acquiring a second language in a particular social context and develop new testing policies and requirements for students whose first language is not English.

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Section: Resultsmentioning

confidence: 99%

The Effects of High-Stakes Accountability Measures on Students With Limited English Proficiency

Blaise

2015

Urban Education

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“…They should consider especially terms that are likely to recur, those with multiple meaning and those that may be problematic. Slavit and Ernst-Slavit (2007) advised that "identifying and carefully planning the use of any such words in a lesson can support students' efforts to follow the subsequent line of discourse" (p. 8). Examples in this study include words like bala that could be interpreted to mean calculate, find and solve; fumana that also could be used to mean find or solve.…”

Section: Summary Of Findings and Conclusionmentioning

confidence: 99%

Promoting Critical Thinking in Multilingual Mathematics Classes through Questioning

Chikiwa

Schäfer

2018

EURASIA J MATH SCI T

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This study explores how teacher questioning was used to foster critical thinking in selected Grade 11 multilingual mathematics classes in the Eastern Cape Province. A mixed-method design was used to collect and analyse both qualitative and quantitative data through classroom observations and interviews of three purposively selected Grade 11 mathematics teachers during their teaching of trigonometry and analytical geometry. The study was guided by Bloom's revised taxonomy. The study found that teachers in these multilingual classes used lower-order levels of questioning during teaching. Higher-order questions, which research has shown have the potential of promoting critical thinking, were infrequently used during teaching. The paper concludes that, while all the categories of Bloom's taxonomy are important, the ones that are crucial in promoting critical and higher-order thinking required at Grade 11 were not adequately used. Suggestions for improving questioning in mathematics teaching are explored.

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“…Kazima, 2008;Setati & Barwell, 2008) επιβεβαιώνει ότι τα παιδιά που μαθαίνουν μαθηματικά σε μια δεύτερη γλώσσα, την οποία δεν κατέχουν επαρκώς, αντιμετωπίζουν πολύ περισσότερες δυσκολίες από τους γηγενείς συμμαθητές τους, κυρίως όταν το μαθηματικό περιεχόμενο παρουσιάζεται σε γλωσσικά πλαίσια, όπως για παράδειγμα τα λεκτικά προβλήματα (Adetula, 1990;Bernardo, 1999). Κατά τους Slavit και Ernst- Slavit (2007), στις τάξεις των μαθηματικών αλληλεπιδρούν και εναλλάσσονται διαφορετικοί τύποι γλωσσικών ποικιλιών. Μερικές από αυτές χρησιμοποιούνται στην καθημερινότητα (π.χ.…”

Section: ο παράγοντας «γλώσσα»unclassified

“…Εξάλλου, «τα μαθηματικά είναι το πιο εύκολο μάθημα για τα παιδιά αυτά», δηλώνει η Ελίνα. Παρόμοιες απόψεις εκφράστηκαν και από άλλους συμμετέχοντες, οι οποίοι δείχνουν να αγνοούν την ύπαρξη πολλαπλών τύπων λεξιλογίου που εναλλάσσονται σε μια τάξη μαθηματικών (Slavit & Ernst-Slavit, 2007). Στην πραγματικότητα, η κατάκτηση ενός βασικού λεξιλογίου και βασικών επικοινωνιακών δεξιοτήτων στη γλώσσα διδασκαλίας δε διασφαλίζει ότι τα αλλόγλωσσα παιδιά παύουν να αντιμετωπίζουν δυσκολίες στην κατανόηση των μαθηματικών εννοιών, κυρίως λόγω της ύπαρξης και αλληλεπίδρασης διαφορετικών γλωσσικών ποικιλιών στο μάθημα των μαθηματικών.…”

Section: σχεδιασμός και υλοποίηση της έρευναςunclassified

Πεποιθησεις Κυπριων Δασκαλων Για Τη Διδασκαλια Και Μαθηση Των Μαθηματικων Σε Γλωσσικα Και Πολιτισμικα Ποικιλομορφα Περιβαλλοντα

Ξενοφώντος¹

2017

ΕNEΔIM

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Το άρθρο αυτό παρουσιάζει και συζητεί ευρήματα από μία έρευνα μικρής κλίμακας, βασισμένη σε συνεντεύξεις με Ελληνοκύπριους δασκάλους, που διδάσκουν μαθηματικά σε σχολεία με υψηλά ποσοστά μαθητών μεταναστευτικής προέλευσης. Στην έρευνα συμμετείχαν 16 εκπαιδευτικοί από τρία γειτονικά αστικά σχολεία. Οι αναλύσεις των ποιοτικών δεδομένων έφεραν στην επιφάνεια τις πεποιθήσεις των συμμετεχόντων γύρω από τρεις θεματικές: (α) την ανταπόκριση των παιδιών μεταναστευτικής προέλευσης στο μάθημα των μαθηματικών, (β) τις αυτοαναφερόμενες διδακτικές πρακτικές και (γ) τις επαγγελματικές ανάγκες των συμμετεχόντων.

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Teaching MathematicsandEnglish to English Language Learners Simultaneously

Cited by 16 publications

References 7 publications

The Effects of High-Stakes Accountability Measures on Students With Limited English Proficiency

The Effects of High-Stakes Accountability Measures on Students With Limited English Proficiency

Promoting Critical Thinking in Multilingual Mathematics Classes through Questioning

Πεποιθησεις Κυπριων Δασκαλων Για Τη Διδασκαλια Και Μαθηση Των Μαθηματικων Σε Γλωσσικα Και Πολιτισμικα Ποικιλομορφα Περιβαλλοντα

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