Supporting English Second-Language Learners in Disadvantaged Contexts: Learning Approaches That Promote Success in Mathematics

Autor/inn/en	Warren, Elizabeth; Miller, Jodie
Titel	Supporting English Second-Language Learners in Disadvantaged Contexts: Learning Approaches That Promote Success in Mathematics
Quelle	In: International Journal of Early Years Education, 23 (2015) 2, S.192-208 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2014.969200
Schlagwörter	English (Second Language); Disadvantaged Environment; Disadvantaged Youth; Educationally Disadvantaged; At Risk Students; Mathematics Education; Academic Failure; Early Childhood Education; Learning Activities; Pretests Posttests; Achievement Gains; Mathematics Achievement; Code Switching (Language); Mixed Methods Research; Effect Size; Statistical Significance; Semiotics; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Benachteiligter Jugendlicher; Mathematische Bildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernaktivität; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Semiotik; Ausland; Australien
Abstract	In the Australian context, children living in disadvantaged circumstances, whose second language is English, are one of the groups at risk of failing in mathematics. This paper explores the impact purposely developed learning activities (Representations, Oral Language and Engagement in Mathematics Learning activities) have on pupils' mathematics outcomes in the first three years of formal schooling (Foundation, Year 1 and Year 2). The participating group (n = 461) comprised 328 English language learners and 133 mainstream pupils. To ascertain the impact of the learning experience, pre- and post-tests were conducted at the commencement and completion of each school year. The results indicate that all of the children significantly improved, with English as a second language pupils showing the greatest gains, and achieving norm-referenced expectations for their age. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01