The Use of Triadic Dialogue and Translanguaging to Teach Conventions and Properties during Trouble-Spots in Multilingual Algebra Classrooms

Autor/in	El Mouhayar, Rabih
Titel	The Use of Triadic Dialogue and Translanguaging to Teach Conventions and Properties during Trouble-Spots in Multilingual Algebra Classrooms
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023) 6, S.1819-1840 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (El Mouhayar, Rabih)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-022-10326-x
Schlagwörter	Multilingualism; Code Switching (Language); Language Usage; Native Language; Second Language Learning; Second Language Instruction; Classroom Communication; Mathematics Instruction; Algebra; Grade 7; Language of Instruction; Sociocultural Patterns; Teaching Methods; Learning Processes + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Sprachgebrauch; Zweitsprachenerwerb; Fremdsprachenunterricht; Klassengespräch; Mathematics lessons; Mathematikunterricht; School year 07; 7. Schuljahr; Schuljahr 07; Teaching language; Unterrichtssprache; Soziokulturelle Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess
Abstract	This research compares the use of triadic dialogue and translanguaging in two multilingual grade seven classrooms where algebra is taught in a foreign language. Ten lessons in one classroom that involve teaching properties and seven lessons in another classroom that involve teaching conventions were video- and audio-recoded and then transcribed. Teacher and learners' utterances were coded at different levels: school, session, interlocutor, language use, and move and function. Quantitative analyses and qualitative illustrations of interaction, discourse, and translanguaging are reported and analyzed. The triadic dialogue (initiation-response-follow-up) turn-taking structure is the dominant style of classroom interaction. Dominant functions of the triadic dialogue and translanguaging in each classroom are identified and analyzed. The findings are discussed from a socio-cultural perspective in which language is viewed as a medium for the process of teaching and learning. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01