Chapter 3. When a psycholinguist enters the multilingual classroom

In their description of the mathematical work of teaching, Ball, Bass & Hill (2004) describe the mathematical problem solving that teachers do as they go about their work. In this paper we add to this description through our study of teaching of probability in a grade 8 multilingual classroom in South Africa. We use instances of teaching to highlight the mathematical problem solving that teachers might face as they work with learners’ ideas, both expected and unexpected. We discuss the restructuring of tasks as an inevitable feature of teachers’ work, and argue that in addition to scaling up or scaling down of the task as Ball et al. (2004) describe, restructuring can also entail shifting the mathematical outcomes from those intended. We also point out how well known issues in mathematics education, for example working with learners’ everyday knowledge, and the languages they bring to class, are highlighted by the context of probability, enabling additional insights into the mathematical work of teaching.

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THE IMPACT OF TRANSLANGUAGING APPROACH ON TEACHING ARABIC READING IN A MULTILINGUAL CLASSROOM

Ijaz Arabi Journal of Arabic Learning ◽

10.18860/ijazarabi.v1i1.4932 ◽

2018 ◽

Vol 1 (1) ◽

Cited By ~ 2

Author(s):

Saidna Zulfiqar Bin-Tahir ◽

Ummu Saidah ◽

Nuril Mufidah ◽

Riki Bugis

Keyword(s):

Reading Comprehension ◽

Sampling Technique ◽

Simple Random Sampling ◽

Control Group ◽

Education Department ◽

Written Test ◽

Multilingual Classroom ◽

And Control ◽

The Impact ◽

Better Than

The study aimed at measuring the effect of translanguaging approach in teaching Arabic reading comprehension to the second semester students of Indonesian Education Department, Universitas Iqra Buru. 64 students involved as the participants through simple random sampling technique. 32 students participated in each of the experimental and control group. The researchers used reading test of written test to obtain information about the students’ achievemnt in reading on the use of translanguaging approach and it was distributed to the respondents after the last treatment given. To find out the mean score, standard deviation and the t-test value between the pretest and the posttest the researchers used the SPSS 17 program. The researchers found that the use of translanguaging approach in learning Arabic reading comprehension improves the students’ ability of Arabic reading comprehension is better than the conventional method.

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