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Autor/inStacey, Jenny
TitelDoes Adding Mathematics to English Language Learners' Timetables Improve Their Acquisition of English?
QuelleIn: Adults Learning Mathematics, 11 (2016) 2, S.52-57 (6 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1744-1803
SchlagwörterForeign Countries; English Language Learners; Adult Students; Second Language Learning; Mathematics Education; Correlation; English Teachers; Adult Educators; English (Second Language); Adult Education; Statistical Analysis; Qualitative Research; United Kingdom
AbstractThis enquiry based project set out to find out if adult English language learners, known as ESOL (English for Speakers of Other Languages) learners in the UK, might benefit, in terms of their acquisition of English, from studying maths. This research has been conducted at a medium sized FE college in the East Midlands where I teach. I evaluate this in two ways, firstly by analysing learners' results, and secondly by asking experienced ESOL teachers to observe and reflect on an ESOL Maths session. This project found a correlation between attending a maths class and improved English language exam results over 5 cohorts of students. In addition, ESOL teachers noted many and varied opportunities for English language learning in an ESOL Maths class, with higher levels of learner participation and confidence than seen in language classes. I recommend that we offer ESOL maths to ESOL learners, and that we reassess maths teaching for all learners, ESOL and English speakers, as a triad: conceptual understanding, procedural competence and language acquisition. (As Provided).
AnmerkungenAdults Learning Mathematics. 26 Tennyson Road, Kilburn, London NW6 7SA UK. e-mail: editor-i@alm-online.net; Web site: http://www.alm-online.net
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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