ERIC Number: EJ728456
Record Type: Journal
Publication Date: 2005
Empowerment, EAL and the National Numeracy Strategy
International Journal of Bilingual Education & Bilingualism, v8 n4 p313-327 2005
This paper concerns the relationship between learning English as an additional language (EAL) and school mathematics. In bilingual education, Cummins has proposed a distinction between coercive and collaborative power-relations as an important consideration in the education of such students, advocating collaboration as a means to empower such students, and so enable more effective learning. In this paper, I explore these ideas through a discursive examination of two texts: extracts from the National Numeracy Strategy (NNS) concerning EAL; and extracts from a transcript of two EAL students working on a mathematics classroom task. My analysis highlights the multilayered nature of collaborative and coercive power relations within mathematics classrooms.
Descriptors: Numeracy, English (Second Language), Bilingual Education, Mathematics Instruction, Second Language Learning, Power Structure, Cooperation, Classroom Environment, Discourse Analysis, Student Empowerment, Foreign Countries
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Authoring Institution: N/A