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ERIC Number: EJ1150009
Record Type: Journal
Publication Date: 2008
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-0100
EISSN: N/A
Access to Mathematics versus Access to the Language of Power: The Struggle in Multilingual Mathematics Classrooms
Setati, Mamokgethi
South African Journal of Education, v28 n1 p103-116 2008
In this article I explore how teachers and learners position themselves in relation to use of language(s) in multilingual mathematics classrooms. I draw from two studies in multilingual mathematics classrooms in South Africa. The analysis presented shows that teachers and learners who position themselves in relation to English are concerned with access to social goods and positioned by the social and economic power of English. They do not focus on epistemological access but argue for English as the language of learning and teaching. In contrast, learners who position themselves in relation to mathematics and so epistemological access, reflect more contradictory discourses, including support for the use of the their home languages as languages of learning and teaching.
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 11; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A