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The social organization of mathematics classrooms and English language learners’ opportunities to participate

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Author
Takeuchi, Miwa
Accessioned
2015-10-20T19:52:20Z
Available
2015-10-20T19:52:20Z
Issued
2010-06
Type
unknown
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Abstract
In this paper, I discuss the significance of classroom organization in English Language Learners’ (ELLs) opportunities to participate in mathematics classrooms through a review of relevant contemporary literature. In particular, I will focus on the following areas of classroom organization: language organization, instructional organization, and discourse organization. By highlighting the relationship between classroom organization and English language learners’ opportunities to participate in the mathematics classroom, I will provide insight into when and under which contexts ELLs are acknowledged (or not) with their existing resources.
Refereed
Yes
Faculty
Werklund School of Education
Institution
University of Calgary
Doi
http://dx.doi.org/10.11575/PRISM/31726
Uri
http://hdl.handle.net/1880/51002
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  • Werklund School of Education Research & Publications

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