What language demands count in subject-matter classrooms? A study on mathematics teachers' language-related orientations and diagnostic categories for students' explanations.

Autor/inn/en	Prediger, Susanne; Dilan, Sahin-Gür; Zindel, Carina
Titel	What language demands count in subject-matter classrooms? A study on mathematics teachers' language-related orientations and diagnostic categories for students' explanations.
Quelle	In: RISTAL : Research in Subject-matter Teaching and Learning, 2 (2019) 1, S. 102-117Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2616-7697
DOI	10.23770/rt1827
Schlagwörter	Deutschland; Erklärung; Fachunterricht; Mathematikunterricht; Orientierung; Schüler; Sprachkompetenz; Anforderung; Sekundarstufe II; Schüler; Erklärung; Sprachkompetenz; Sprachenlernen; Orientierung; Mathematikunterricht; Mathematische Sprache; Fachunterricht; Anforderung; Herausforderung; Studie; Lehrender; Studie; Deutschland
Abstract	To overcome language challenges in subject-matter school achievement, mainstream teachers of all sub-jects are requested to foster students' academic language proficiency in subject-matter classrooms with-out being systematically prepared for this job, for instance, for the question what kind of language de-mands count as relevant in their classroom. The study investigates how 223 secondary mathematics teachers analyze students' written explanations in a diagnostic activity aimed at unpacking the language demands they identify as relevant. The study reveals that teachers activate a large variety of different diagnostic categories, and many teachers focus on language demands that are too peripheral to subject-matter learning. These teachers' unproductive focus seems to be connected to their language-related orientations, which were captured in a questionnaire. The statistical analysis of the data shows some lan-guage-related orientations are significantly connected to the activation of more suitable categories. Thus, which language demands teachers notice and value in students' mathematical explanations seems to in-fluence whether they assume responsibility for language learning. Consequences for professional devel-opment are discussed. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2022/1