Exploratory mathematics talk in a second language: a sociolinguistic perspective:

This paper illuminates challenges confronting teachers and students at the literacy/numeracy interface in contexts where students have not developed sufficient English language proficiency to be learning mathematics through English but, due to socio-politically and economically driven perceptions are being taught in English. We analyse transcript data of classroom talk in a South African grade 4 mathematics lesson on fractions. Together with interview data, the lesson data highlight some of the consequences students’ diminished access to their home language appear to have on their access to mathematical meaning-making

Linguistically Responsive Teaching to Foster ELL Engagement, Reasoning, and Participation in a Mathematics Discourse Community

We draw upon a co-teaching experience in a 6th grade mathematics classroom to discuss how mathematics teachers can carry out research-based suggestions to foster ELLs’ engagement and participation in mathematics discussions to apprentice use of the mathematics register and ultimately, to develop content understanding. We illustrate our approach based on actual experiences to establish an environment conducive to discussions in an urban classroom, with the objective of utilizing semiotics, such as language, symbols, and visual representations during instruction as relevant mathematical meaning-making systems. An instructional focus on meaning-making can prepare ELLs for problem-solving discussions in a discourse community

The role of grammar in the writing curriculum: A review of the literature

For most Anglophone countries, the history of grammar teaching over the past 50 years is one of contestation, debate and dissent: and 50 years on we are no closer to reaching a consensus about the role of grammar in the English/Language Arts curriculum. The debate has been described through the metaphor of battle and grammar wars (Kamler, 1995; Locke, 2005), frequently pitting educational professionals against politicians, but also pitting one professional against another. At the heart of the debate are differing perspectives on the value of grammar for the language learner and opposing views of what educational benefits learning grammar may or may not accrue. At the present time, several jurisdictions, including England and Australia, are creating new mandates for grammar in the curriculum. This article reviews the literature on the teaching of grammar and its role in the curriculum and indicates an emerging consensus on a fully-theorized conceptualization of grammar in the curriculum