Title from Publication (Original Language)
A Integração Dinâmica de Conteúdo e Língua durante Discussão Bilíngue de Questões Matemáticas com Enunciado
Document Type
Article
Publication Date
5-2019
Publication Title
Revista Multidiciplinar
DOI
https://doi.org/10.23882/MJ1902
ISSN
2184-5492
Abstract
This study explores the discourse strategies adopted by a bilingual tutor to integrate content and second language learning, and support a student with limited English proficiency while discussing a set of word problems. Our findings reveal an integrated curriculum space wherein instructional focus oscillates between language and content. Pedagogical scaffolding was accomplished through strategic interspersing of pedagogical supports characterised by a linguistic focus (attention to words exchanged) or an epistemic focus (attention on mathematical ideas). Central to linguistically focused strategies was the deployment of oral translation techniques (literal translation, borrowing, modulation, and equivalence). By contrast, epistemically focused strategies entailed metaphorical gesticulation of abstract concepts in a more concrete spatialised form. It is argued that learning content in a second language requires more than vocabulary instruction at the beginning of content lessons. A more flexible approach is needed wherein English learners are provided with just-in-time support as new language naturally emerges.
Recommended Citation
Oliveira, Alandeom W., Carla Meskill, Karen Gregory, Patterson Rogers, Shelli L. Casler-Failing.
2019.
"The Dynamic Integration of Content and Language during Bilingual Discussion of Mathematics Word Problems."
Revista Multidiciplinar, 1 (1): 33-48.
doi: https://doi.org/10.23882/MJ1902 source: https://revistamultidisciplinar.com/V1N1/1902.html
https://digitalcommons.georgiasouthern.edu/teach-secondary-facpubs/138
Comments
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