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Pedagogical orientations towards the...

Takeuchi, Miwa.

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Pedagogical orientations towards the integration of language and content: English language learners' opportunities to learn in mathematics classrooms.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Pedagogical orientations towards the integration of language and content: English language learners' opportunities to learn in mathematics classrooms./
作者:	Takeuchi, Miwa.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2012,
面頁冊數:	241 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
Contained By:	Dissertation Abstracts International74-08A(E).
標題:	English as a second language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR97474
ISBN:	9780494974742

Pedagogical orientations towards the integration of language and content: English language learners' opportunities to learn in mathematics classrooms.
Takeuchi, Miwa.

Pedagogical orientations towards the integration of language and content: English language learners' opportunities to learn in mathematics classrooms. - Ann Arbor : ProQuest Dissertations & Theses, 2012 - 241 p.

Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2012.

Achieving equitable opportunities to learn has been recognized as an important issue in multilingual content classrooms. However, partially because mathematics is conceptualized as a language-free subject, there is limited research examining linguistic minority students' opportunities to learn in mathematics classrooms. The purpose of this research is to identify linguistic minority students' opportunities to learn in mathematics classrooms in a Canadian multilingual urban elementary school, where English was the main instructional language.

ISBN: 9780494974742Subjects--Topical Terms:

516208
English as a second language.

Pedagogical orientations towards the integration of language and content: English language learners' opportunities to learn in mathematics classrooms.
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500 $a Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
500 $a Adviser: Indigo Esmonde.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2012.
520 $a Achieving equitable opportunities to learn has been recognized as an important issue in multilingual content classrooms. However, partially because mathematics is conceptualized as a language-free subject, there is limited research examining linguistic minority students' opportunities to learn in mathematics classrooms. The purpose of this research is to identify linguistic minority students' opportunities to learn in mathematics classrooms in a Canadian multilingual urban elementary school, where English was the main instructional language.
520 $a Drawing on cultural historical activity theory, this study focuses on two aspects of learning: externalization, which emphasizes learners' creation of new cultural artifacts and new contexts to apply the given artifacts, and internalization, which emphasizes learners' acquisition of preexisting cultural artifacts.
520 $a In this ethnographic study, I examined the activity systems of participatory action research (PAR) with the activity system of regular mathematics lessons. Within these activity systems, I focused on newly-arrived English language learners' (ELLs) participation. Specifically, I examined the range of opportunities to learn afforded to students in the two activity systems and identified how focal ELLs accessed these opportunities to learn.
520 $a In the activity system of PAR, which emphasized externalization, students conducted research and presented their conclusions in order to implement changes in their school environment. All students, however, did not participate equally. Specifically, the focal ELLs were not able to access these opportunities to learn as a result of group dynamics, marginalized social identities, and other students' perceptions of their linguistic ability.
520 $a In the activity system of regular mathematics lessons, which emphasized internalization, the teacher organized lessons in ways that allowed focal ELLs to receive extra support and resources to reach the curriculum expectations. These mathematics lessons allowed focal ELLs to increase their participation through mathematical reasoning, problem solving, and explanations with a variety of resources including visual representations.
520 $a A critical examination of the interactions revealed that focal ELLs' opportunities to learn were expanded or limited depending upon classroom configurations. Furthermore, this research suggests that students' social identities serve as both a medium and a product of learning. These results have valuable implications for developing inclusive classroom practices and curriculum in multilingual content classrooms.
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