Acquiring Mathematics as a Second Language: A Theoretical Model to Illustrate Similarities in the Acquisition of English as a Second Language and Mathematics

Autor/inn/en	Ledibane, Maureen; Kaiser, Kotie; van der Walt, Marthie
Titel	Acquiring Mathematics as a Second Language: A Theoretical Model to Illustrate Similarities in the Acquisition of English as a Second Language and Mathematics
Quelle	In: Pythagoras, 39 (2018) 1, Artikel 347 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ledibane, Maureen) ORCID (van der Walt, Marthie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1012-2346
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Mathematics Instruction; Teaching Methods; Foreign Countries; Linguistic Input; Feedback (Response); Interdisciplinary Approach; Vocabulary Development; Language Processing; Learning Strategies; Communication Strategies; Scaffolding (Teaching Technique); South Africa + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Sprachbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Wortschatzarbeit; Sprachverarbeitung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kommunikationsstrategie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Mathematics has been defined by researchers as a 'second or third language' and, as a result, it should be taught as a second language. Results of the literature reviewed from the theories on the teaching of mathematics and English as a second language, as well as on mathematics learning and English as a second language acquisition, have resulted in the emergence of four themes, which are similar to the ones on the teaching and learning of both mathematics and English as a second language; these are: comprehensible input, language processing and interaction, output, and feedback. In this article, the themes are illustrated in a theoretical model and discussed to show how English as a second language and mathematics can be acquired simultaneously. (English as a second language in the South African context is referred to as English as a first additional language.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01