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Navigating mathematics and language tensions in language immersion classrooms
ARTICLE

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TATE Volume 75, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Based on analyses of videos from language immersion classrooms in Colombia and the US, we examine how teachers manage the tension between how much attention to give to mathematics and to language. Consistent with previous research that regards mathematics and language as inseparable, findings suggest that teaching episodes fall along a continuum from mathematically intense to linguistically intense, with some balanced episodes in the middle of the continuum. Balanced episodes exhibited semiotic juxtaposition where multiple semiotic resources were used simultaneously. We discuss implications that the intentional use of semiotic juxtaposition may have for language immersion mathematics learners.

Citation

Martínez, J.M. & Dominguez, H. (2018). Navigating mathematics and language tensions in language immersion classrooms. Teaching and Teacher Education: An International Journal of Research and Studies, 75(1), 1-9. Elsevier Ltd. Retrieved August 10, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2018.05.013