Number words in ‘her’ language, dialogism and identity-work : the case of little Mariah

Based on an ethnographic study, we explore the potential of experimenting with multiple languages for number words as part of young children's mathematical activity. Data from a preschool classroom activity on number words in 'other' languages exemplify a complex process of discursive identity-work and dialogism amongst children, parents, teachers and researchers. The focus is on the case of little Mariah, a Pakistani immigrant girl in greece, who experiences participation by sharing number knowledge in her mother tongue Urdu, and highlights how gendered, racial or language-related discourses weave her learner identity in a multilingual preschool classroom

Number words in 'other' languages: The case of little Marram

International audienceThe present paper, based on a small scale critical eth-nographic study, explores the process of experimenting collaboratively with multiple language use for number words as part of young children's mathematical learning activity. Data from a teaching experiment called 'Number words in 'other' languages' is utilized to illustrate the creation of a culturally responsive context with children aged 4 to 6, their parents, the classroom teacher and the researchers. The focus is on the case of little Marram, a Pakistani girl who lives in Greece and who experiences participation by sharing number knowledge in her dominant home language, Urdu. It is highlighted how discourses on gender and language determine Marram's learner identity-work in the multilingual preschool classroom