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Friendships and group work in linguistically diverse mathematics classrooms: Opportunities to learn for English language learners

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Author
Takeuchi, Miwa
Accessioned
2017-09-11T22:22:04Z
Available
2017-09-11T22:22:04Z
Issued
2016-06-01
Subject
Mathematics learning
English language learners (ELLs)
Friendship
Group work
Type
journal article
Metadata
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Abstract
This ethnographic study examined students’ opportunities to learn in linguistically diverse mathematics classrooms in a Canadian elementary school. I specifically examined the contextual change of group work, which influenced the opportunities to learn for newly arrived English language learners (ELLs). Based on analyses of videorecorded interactions, this study revealed a shift in these ELLs’ opportunities to learn from when they worked with teacher-assigned peers to when they worked with friends. In both settings, ELLs tended to be positioned as novices. However, when working with friends, they accessed a wider variety of work practices. In friend groups, ELLs were occasionally positioned as experts and had more opportunities to raise questions and offer ideas. In contrast, when working with teacher-assigned peers, ELLs tended to remain in the position of being helped. In some teacher-assigned groups, interactions were characterized as authoritative, and ELLs’ contributions and ideas were rejected or neglected without relevant justifications or mathematical authority established by their peers. The findings will contribute to ongoing discussions on group work and friendship in linguistically diverse classrooms.
Refereed
Yes
Faculty
Werklund School of Education
Institution
University of Calgary
Url
http://www.tandfonline.com/doi/abs/10.1080/10508406.2016.1169422
Publisher
Routledge
Doi
http://dx.doi.org/10.1080/10508406.2016.1169422
http://dx.doi.org/10.11575/PRISM/35649
Uri
http://hdl.handle.net/1880/52210
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  • Werklund School of Education Research & Publications

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