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Autor/inn/en | Prediger, Susanne; Dilan, Sahin-Gür; Zindel, Carina |
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Titel | What language demands count in subject-matter classrooms? A study on mathematics teachers' language-related orientations and diagnostic categories for students' explanations. |
Quelle | In: RISTAL : Research in Subject-matter Teaching and Learning, 2 (2019) 1, S. 102-117Infoseite zur Zeitschrift
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Beigaben | Literaturangaben |
Sprache | englisch |
Dokumenttyp | online; Zeitschriftenaufsatz |
ISSN | 2616-7697 |
DOI | 10.23770/rt1827 |
Schlagwörter | Sekundarstufe II; Schüler; Erklärung; Sprachkompetenz; Sprachenlernen; Orientierung; Mathematikunterricht; Mathematische Sprache; Fachunterricht; Anforderung; Herausforderung; Studie; Lehrender; Deutschland |
Abstract | To overcome language challenges in subject-matter school achievement, mainstream teachers of all sub-jects are requested to foster students' academic language proficiency in subject-matter classrooms with-out being systematically prepared for this job, for instance, for the question what kind of language de-mands count as relevant in their classroom. The study investigates how 223 secondary mathematics teachers analyze students' written explanations in a diagnostic activity aimed at unpacking the language demands they identify as relevant. The study reveals that teachers activate a large variety of different diagnostic categories, and many teachers focus on language demands that are too peripheral to subject-matter learning. These teachers' unproductive focus seems to be connected to their language-related orientations, which were captured in a questionnaire. The statistical analysis of the data shows some lan-guage-related orientations are significantly connected to the activation of more suitable categories. Thus, which language demands teachers notice and value in students' mathematical explanations seems to in-fluence whether they assume responsibility for language learning. Consequences for professional devel-opment are discussed. (Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern) |
Update | 2022/1 |