The Affective Being of Multilingual Children's Language Use for Mathematics Learning

Autor/inn/en	Valencia Mazzanti, Cristina; Cardozo-Gaibisso, Lourdes
Titel	The Affective Being of Multilingual Children's Language Use for Mathematics Learning
Quelle	In: Educational Studies: Journal of the American Educational Studies Association, 58 (2022) 1, S.17-32 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Valencia Mazzanti, Cristina) ORCID (Cardozo-Gaibisso, Lourdes)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1946
DOI	10.1080/00131946.2021.1919675
Schlagwörter	Mathematics Instruction; Language Usage; Spanish; English; Kindergarten; Computation; Linguistics; Bilingual Students; Language of Instruction; Preschool Children; Affective Behavior; Interpersonal Relationship; Experience; Social Influences; Georgia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Sprachgebrauch; Spanisch; English language; Englisch; Linguistik; Teaching language; Unterrichtssprache; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Affective disturbance; Active behaviour; Affektive Störung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Erfahrung; Sozialer Einfluss
Abstract	This article investigates how young multilingual children's mathematics learning is connected to their language use, lived experiences, contexts, and emotions. To this end, we consider the experiences of children who used both Spanish and English to learn mathematics. We center on two instances of kindergarten children counting and use Systemic Functional Linguistics (SFL) as our theoretical framework to reflect on how words become meaningful in multiple ways as a result of context, particularly when used in more than one language. From this perspective, we pose that children's language use is affective and made meaningful through social relationships. We consider how the understandings of multilayered meanings uncovered using an SFL lens affords a substantial path to interpret and think about the language use of multilingual children during mathematics learning. We argue that careful attention to and interpretation of children's language can help counteract pervasive ideas of neutrality in education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01