ERIC Number: EJ1329623
Record Type: Journal
Publication Date: 2022
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0951-8398
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Available Date: N/A
"Kind of Interrupting": Teachers of Young Children Understanding Mathematics Learning and Linguistic Diversity
International Journal of Qualitative Studies in Education (QSE), v35 n2 p210-227 2022
This article examines the shared experiences and understandings teachers draw on to teach children with an awareness of linguistic diversity. To do so, we analyzed interviews from Turkey and the United States and drew on philosophical hermeneutics as a way to develop a disruptive understanding of teachers' views regarding the role of languages in mathematics learning. We pose that teachers' perspectives about languages and children's ability to learn are challenged when there is an "interruption," an event that fails to reflect the normative linguistic practices of hegemonic groups. We found teachers' understandings fluctuate as part of an organic sense-making process of events in their classrooms, portraying perspectives such as multilingual students' ability to learn, assumptions which limit expectations for children's learning, the ability of mathematics to be experienced as its own mode of communication, as well as a willingness to effectively teach children.
Descriptors: Teacher Student Relationship, Mathematics Instruction, Second Language Learning, Turkish, Language Minorities, Teacher Attitudes, Educational Philosophy, Hermeneutics, Language Role, Learning Processes, Language Attitudes, Language Usage, Multilingualism, Knowledge Base for Teaching, Teacher Effectiveness, Foreign Countries, Native Language, Equal Education, Kindergarten, Elementary School Students, Cross Cultural Studies
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
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Authoring Institution: N/A
Identifiers - Location: Turkey; United States
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