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- Title
New migrants, new challenges? – Activating multilingual resources for understanding mathematics: institutional and interactional factors.
- Authors
Krause, Arne; Wagner, Jonas; Redder, Angelika; Prediger, Susanne
- Abstract
The same Teacher 2 was involved and additionally Teacher 3, a 20-year-old Multilingual German who is born and raised in Germany with German and Lebanese Arabic (as Lebanon is part of Levantine, her dialect is very similar to the students' Syrian dialect, cf. [9] 1980). This is where the following transcript starts. source: corpus MuM-Multi II © Redder Teacher 2 admits that the students' solution is also correct (score area 245 f.) and then wants to make sure the students solve the next task accordingly. These two aspects of multilingual profiles will not be object of our analysis in this paper, but still have to be mentioned as teachers have to be aware that possibly traumatized students as well as students that never attended school could participate in their classrooms. For this purpose, [13] et al. (2017) have developed the "Bilingual Student Identification and Profile" ([13] et al. 2017: 31) to support teachers to "systematically collect information about who their students are, the languages they speak, their cultural practices, their experiences, and the world that they know" ([13] et al. 2017: 31). Hence, it is important to create possibilities for the students in which they are allowed to use any language they know without limitations, to enable the students to access their full mental capacities and conceptual knowledge, whilst maintaining a classroom discourse that allows the teachers to assess the students' knowledge and foster them individually.
- Subjects
LANGUAGE teachers; PROBLEM solving; SECOND language acquisition; INTERPERSONAL communication; LINGUISTIC usage
- Publication
European Journal of Applied Linguistics, 2022, Vol 10, Issue 1, p1
- ISSN
2192-9521
- Publication type
Article
- DOI
10.1515/eujal-2020-0017