Indigenous Language Speaking Students Learning Mathematics in English: Expectations of and for Teachers

Autor/in	Edmonds-Wathen, Cris
Titel	Indigenous Language Speaking Students Learning Mathematics in English: Expectations of and for Teachers
Quelle	In: Australian Journal of Indigenous Education, 44 (2015) 1, S.48-58 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
DOI	10.1017/jie.2015.9
Schlagwörter	Indigenous Populations; School Readiness; Mathematics Curriculum; Mathematics Instruction; Prior Learning; Ethnography; Foreign Countries; Teacher Attitudes; Rural Areas; English (Second Language); Second Language Learning; Interviews; Standard Spoken Usage; Second Language Instruction; Teacher Expectations of Students; Decision Making; Teaching Methods; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Readiness for school; School ability; Schulreife; Mathematics lessons; Mathematikunterricht; Vorkenntnisse; Ethnografie; Ausland; Lehrerverhalten; Rural area; Ländlicher Raum; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Interviewing; Interviewtechnik; Gesprochene Sprache; Umgangssprache; Fremdsprachenunterricht; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	Effective mathematics teaching for Indigenous language speaking students needs to be based on fair expectations of both students and teachers. Concepts of "age-appropriate learning" and "school readiness" structure assessment expectations that entire cohorts of Indigenous language speaking students are unable to meet. This institutionalises both student and teacher failure, as both are exhorted to meet unachievable expectations. The voices of teachers teaching in a very remote school provide insight into teachers' responses to the mismatch between the system expectations and the teaching context. Teacher interviews in a small Northern Territory school, conducted within an ethnographic study, showed that teachers' decisions regarding the level of mathematics curriculum taught were informed by students' prior learning and by the language dynamic in their classrooms. The need and pressure to teach Standard Australian English also affected how mathematics was taught. This leads to a reformulation of the concept of school readiness to ask how schools can be more ready for their Indigenous language speaking students in terms of preparing and supporting teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01