Embodied enactment of a hypothetical scenario in an English medium instruction secondary mathematics classroom: A translanguaging approach

Embodied enactment of a hypothetical scenario in an English medium instruction secondary mathematics classroom: A translanguaging approach

• Tai, Kevin W. H. The University of Hong Kong
• Wei, Li University College London

Language Teaching Research, (0), -, 2023

Sage Publications Ltd

2023

• F Learning & Teaching
  • FE Medium of Instruction, Language of Teaching, Bi-& Multilingual Education, Problems of Bilingualism, Code-mixing & Code-switching
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics
    • GCC Teaching Methods & Their Outcomes

Embodied Enactment English Medium Instruction Mathematics Translanguaging

• Hong Kong

• 1997.7 onwards

• Secondary Education

• View Full Text 全文連結

Adopting a language other than the first as the medium of instruction in teaching mathematics can create significant problems for students' mathematical learning. However, there is little research on the ways in which bi/multilingual mathematics teachers can make use of diverse multilingual and multimodal resources to keep students engaged in learning abstract mathematical knowledge. This article aims to explore how an English-medium-instruction (EMI) mathematics teacher creates different hypothetical scenarios through embodied enactments to enhance students' mathematical understanding and motivate students' interest in learning mathematics. The data of this study is obtained from a focused classroom observation in a Hong Kong EMI secondary mathematics classroom. Multimodal conversation analysis is employed to analyse the classroom interaction data, and the analysis is triangulated with video-stimulated-recall interviews which are analysed with interpretative phenomenological analysis. This article aims to extend the notion of embodied enactment as a form of translanguaging to facilitate mathematical learning and develop students' motivation in learning mathematics in the EMI setting. Particularly, this article argues that embodied enactment creates a translanguaging space for the EMI teacher to achieve mathematical teaching. Copyright ©2023 Sage Publications Ltd.

• English

Journal Articles

• 13621688

• 10.1177/13621688231152858

https://bibliography.lib.eduhk.hk/en/bibs/30a1c602

2024-05-17