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

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dc.contributor.authorTakeuchi, Miwa
dc.date.accessioned2017-09-11T22:22:04Z
dc.date.available2017-09-11T22:22:04Z
dc.date.issued2016-06-01
dc.description.abstractThis 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.en_US
dc.description.refereedYesen_US
dc.identifier.doi10.1080/10508406.2016.1169422
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/35649
dc.identifier.urihttp://hdl.handle.net/1880/52210
dc.language.isoenen_US
dc.publisherRoutledgeen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.publisher.urlhttp://www.tandfonline.com/doi/abs/10.1080/10508406.2016.1169422en_US
dc.relation.ispartofseriesJournal of the Learning Sciences;25(3)
dc.subjectMathematics learningen_US
dc.subjectEnglish language learners (ELLs)en_US
dc.subjectFriendshipen_US
dc.subjectGroup worken_US
dc.titleFriendships and group work in linguistically diverse mathematics classrooms: Opportunities to learn for English language learnersen_US
dc.typejournal article
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