Student and Teacher Perceptions of First Language Use in Secondary French Immersion Mathematics Classrooms

Autor/in	Culligan, Karla
Titel	Student and Teacher Perceptions of First Language Use in Secondary French Immersion Mathematics Classrooms
Quelle	In: Alberta Journal of Educational Research, 61 (2015) 1, S.1-19 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1923-1857
Schlagwörter	Foreign Countries; Secondary School Teachers; High School Students; Teacher Attitudes; Student Attitudes; Language Usage; Urban Schools; Phenomenology; Second Language Learning; French; Immersion Programs; Secondary School Mathematics; Native Language; Interviews; Code Switching (Language); Learning Theories; Social Theories; Canada + Suchen Sie Ihr Suchwort? Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lehrerverhalten; Schülerverhalten; Sprachgebrauch; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Phenomenological psychology; Phänomenologie; Psychologie; Zweitsprachenerwerb; Französisch; Immersionsprogramm; Interviewing; Interviewtechnik; Learning theory; Lerntheorie; Gesellschaftstheorie; Kanada
Abstract	This phenomenological study (Creswell, 2003, 2007; van Manen, 1997) explores student and teacher perceptions of first language use in French immersion mathematics classrooms at a large, urban high school in Canada. During individual interviews, participants discussed their perceptions and experiences of French immersion mathematics, language use, and, in particular, first language use. Interview data are analysed through a sociocultural theory lens (e.g., Lantolf, 2000; Swain & Lapkin, 2000), drawing on key notions such as language interdependence and the use of language as a cognitive tool. While first language use in second language classrooms remains controversial, this article contributes to an open discussion on the potential role students' first language can play in determining effective language and content learning. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://ajer.synergiesprairies.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01