This chapter draws on a theoretical perspective based on Bakhtin (The dialogic imagination: Four essays, Austin, TX) that explains how these tensions arise. While this work has highlighted the complexity of multilingual mathematics classrooms, it has so far been largely descriptive in nature. Throughout the literature on mathematics teaching in multilingual, bilingual or second language classrooms and other contexts of language diversity, there has been a shift from thinking in terms of deficits and barriers to a discourse of dilemmas and tensions.
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