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ERIC Number: EJ1069098
Record Type: Journal
Publication Date: 2015
Pages: 20
Abstractor: As Provided
Reference Count: 55
ISBN: N/A
ISSN: ISSN-1534-8458
The Situated Multiliteracies Approach to Classroom Participation: English Language Learners' Participation in Classroom Mathematics Practices
Takeuchi, Miwa
Journal of Language, Identity, and Education, v14 n3 p159-178 2015
Guided by sociocultural theory and the theory of multiliteracies, learning is perceived as a shifting participation in practices, which is mediated by multiple physical and symbolic tools. Drawing on the situated multiliteracies approach, which integrates these two theories, the purpose of this ethnographic research is to examine the participation of English language learners (ELLs) in mathematics practices in an urban Canadian classroom. This study describes ELLs' successful participation in classroom mathematics practices in relation to the context that supported their participation. I highlight the teacher's use of multiple languages and physical and symbolic tools, along with her affirmation of students' identities as multimodal users. The finding from this study calls for broadening the definition of language in content-area classrooms and for embracing identities created through classroom interactions as an integral part of learning.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada