Language, Culture and Access to Mathematics: A Case of One Remote Aboriginal Community

Autor/in	Jorgensen, Robyn
Titel	Language, Culture and Access to Mathematics: A Case of One Remote Aboriginal Community
Quelle	In: Intercultural Education, 26 (2015) 4, S.313-325 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2015.1072302
Schlagwörter	Access to Education; Language of Instruction; Teaching Methods; Standard Spoken Usage; Foreign Countries; Rural Schools; Indigenous Populations; Native Language; Mathematics Education; Mathematical Concepts; Bilingualism; Case Studies; English (Second Language); Second Language Learning; Cultural Traits; Creoles; Australia + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Gesprochene Sprache; Umgangssprache; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Sinti und Roma; Mathematische Bildung; Bilingualismus; Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Kreole; Australien
Abstract	For many students, coming to learn mathematics is as much about the pedagogical relay through which concepts are conveyed as it is about the mathematics per se. This relay comprises social, cultural and linguistic norms as well as the mathematical discourse. In this study, I outline the practices of one remote school and how the teaching practices scaffold Indigenous learners whose home language is different from the language of instruction (Standard Australian English) as they come to learn mathematics. Through various strategies, teachers have created positive learning environments that celebrate the home languages of the students while supporting the transition into Standard Australian English and the discourse of mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01