ERIC Number: EJ1384977
Record Type: Journal
Publication Date: 2023-Aug
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1571-0068
EISSN: EISSN-1573-1774
Available Date: N/A
The Use of Triadic Dialogue and Translanguaging to Teach Conventions and Properties during Trouble-Spots in Multilingual Algebra Classrooms
International Journal of Science and Mathematics Education, v21 n6 p1819-1840 Aug 2023
This research compares the use of triadic dialogue and translanguaging in two multilingual grade seven classrooms where algebra is taught in a foreign language. Ten lessons in one classroom that involve teaching properties and seven lessons in another classroom that involve teaching conventions were video- and audio-recoded and then transcribed. Teacher and learners' utterances were coded at different levels: school, session, interlocutor, language use, and move and function. Quantitative analyses and qualitative illustrations of interaction, discourse, and translanguaging are reported and analyzed. The triadic dialogue (initiation-response-follow-up) turn-taking structure is the dominant style of classroom interaction. Dominant functions of the triadic dialogue and translanguaging in each classroom are identified and analyzed. The findings are discussed from a socio-cultural perspective in which language is viewed as a medium for the process of teaching and learning.
Descriptors: Multilingualism, Code Switching (Language), Language Usage, Native Language, Second Language Learning, Second Language Instruction, Classroom Communication, Mathematics Instruction, Algebra, Grade 7, Language of Instruction, Sociocultural Patterns, Teaching Methods, Learning Processes
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 7; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A