The Discourse of Explicitness: Mathematics Explanatory Talk and Self-Assessment by Spanish-Speaking Emergent Bilingual Students in Elementary Classrooms

Autor/in	Bailey, Alison L.
Titel	The Discourse of Explicitness: Mathematics Explanatory Talk and Self-Assessment by Spanish-Speaking Emergent Bilingual Students in Elementary Classrooms
Quelle	In: Theory Into Practice, 59 (2020) 1, S.64-74 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bailey, Alison L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
DOI	10.1080/00405841.2019.1665416
Schlagwörter	Mathematics Instruction; Language Usage; Bilingual Students; Mathematical Concepts; Self Evaluation (Individuals); Course Content; Classroom Communication; Metalinguistics; Academic Language; Teaching Methods; Personal Autonomy; Second Language Learning; Spanish Speaking; English (Second Language); Elementary School Students; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Sprachgebrauch; Kursprogramm; Klassengespräch; Metalanguage; Metasprache; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Individuelle Autonomie; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This article addresses the importance of supporting specific language practices of emergent bilingual students in classroom settings that are tied to the development of disciplinary knowledge. The author focuses on explanatory talk support in teaching by contingent responding and encouraging children to make meaning of mathematics concepts and procedures through student self-assessment of their language use. The author also makes a case that an emphasis on explicitness in explanatory talk is compatible with developing critical awareness of language features and uses in classrooms. The author concludes with ways both teachers and students can develop a "critical consciousness" toward academic language pedagogy that supports students, growing awareness and autonomy regarding the ambiguous nature of making meaning in content classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01