Introducing discussion into multilingual mathematics classrooms: An issue of code switching?

The Department of Education in South Africa advocates collaborative and constructivist learning; however, observations indicate that little discussion occurs in most multilingual mathematics classes. In this paper we draw on a pilot study set in the Eastern Cape where teachers were introduced to the theory and practice of exploratory talk, and then tasked to perform an action research project on introducing discussion in their own multilingual mathematics classrooms. The results of the study suggest some successes in terms of teachers initiating exploratory talk and highlight the fact that these successes were only achieved where code switching between English and isiXhosa formed an integral part of the process.

[1]  Mamokgethi Setati,et al.  Teaching Mathematics in a Primary Multilingual Classroom , 2005 .

[2]  Judit N. Moschkovich,et al.  Using Two Languages When Learning Mathematics , 2006 .

[3]  Kathleen Heugh,et al.  Optimizing learning and education in Africa - the language factor: a stock-taking research on mother tongue and bilingual education in Sub-Saharan Africa , 2006 .

[4]  J. Lemke Talking Science: Language, Learning, and Values , 1990 .

[5]  Mamokgethi Setati,et al.  Incomplete Journeys: Code-switching and Other Language Practices in Mathematics, Science and English Language Classrooms in South Africa , 2002 .

[6]  J. Sinclair,et al.  Towards an analysis of discourse , 1977 .

[7]  Richard Barwell,et al.  Ambiguity in the Mathematics Classroom , 2005 .

[8]  N. Mercer,et al.  Children's Talk and the Development of Reasoning in the Classroom , 1999 .

[9]  L. Vygotsky Mind in Society: The Development of Higher Psychological Processes: Harvard University Press , 1978 .

[10]  Mamokgethi Setati,et al.  Code-switching in a Senior Primary Class of Second-language Mathematics Learners. , 1998 .

[11]  Jill Adler,et al.  Teaching mathematics in multilingual classrooms Teaching mathematics in multilingual classrooms , 2002 .

[12]  Neil Mercer,et al.  The Guided Construction of Knowledge: Talk Amongst Teachers and Learners , 1995 .

[13]  David F. Treagust,et al.  Using Exploratory Talk to Enhance Problem-solving and Reasoning Skills in Grade-7 Science Classrooms , 2006 .

[14]  Mamokgethi Setati,et al.  Between languages and discourses: Language practices in primary multilingual mathematics classrooms in South Africa , 2000 .

[15]  Karen Littleton,et al.  Widening access to educational opportunities through teaching children how to reason together , 2004 .

[16]  N. Mercer,et al.  Teaching Children How to Use Language to Solve Maths Problems , 2006 .

[17]  R. Barwell,et al.  Mathematics education in culturally diverse classrooms , 2005 .

[18]  F. Monaghan THINKING TOGETHER - USING ICT TO DEVELOP COLLABORATIVE THINKING AND TALK IN MATHEMATICS , 2004 .