Teaching Mathematics in Multilingual Classrooms

Description

Increasingly, teachers all over the world are grappling on a daily basis with the fact of multilingual classrooms. In this book, Jill Adler captures three inter-related dilemmas that lie at the heart of teaching mathematics in multilingual classrooms. Adler's identification and naming of the dilemma of code-switching, thedilemma of mediation, and the dilemma of transparency, arise from exploring the realities of actual classrooms, and are shaped by a perspective of teaching as a social practice. Adler provides a sharp analysis and strong theoretical grounding for her work, pulling together research related to the relationship between language and mathematics, communicating mathematics, and mathematics in bi-/multilingual settings. In so doing, she offers a direct challenge to dominant research on communication in mathematics classrooms that has `othered' the multilingual setting in its normalisation of the monolingual classroom. The `norm' is a multicultural one. Set in contemporary South Africa - a context of linguistic diversity and rapid change - this book offers a spotlight whose beam is wide enough to illuminate dilemmas at work in all mathematics classrooms. The Elusive Dynamics of Teaching Mathematics in Multilingual Classrooms....Pages 1-16 Complexity and Diversity: The Language and Mathematics Education Terrain in South Africa....Pages 17-34 Accessing Teachers’ Tacit and Articulated Knowledge....Pages 35-48 Dilemmas in Teaching: A Prelude and Frame....Pages 49-56 Teachers Talking About Teaching: The Emergence of Dilemmas....Pages 57-71 Language(S) As Resource and the Dilemma of Code-Switching....Pages 72-93 Dilemmas of Mediation in a Multilingual Classroom: Spotlighting Mathematical Communicative Competence....Pages 94-114 The Dilema of Transparency: Language Visibility in the Multilingual Classroom....Pages 115-134 Central Dilemmas as Curriculum and Research Agenda....Pages 135-143