Co-learning in Hong Kong English medium instruction mathematics secondary classrooms: A translanguaging perspective

Co-learning in Hong Kong English medium instruction mathematics secondary classrooms: A translanguaging perspective

• Tai, Kevin W. H. UCL Institute of Education, University College London
• Wei, Li UCL Institute of Education, University College London

Language & Education: An International Journal, 35(3), 241-267, 2021

Routledge

2021

• F 教與學
  • FE 教學語文、雙 / 多語教學、雙語問題、雙語分流教學計劃、語言混雜及轉換
• G 課程與教學:個別教學範疇
  • GC 數學及統計學
    • GCC 教學方法與效果

Translanguaging English Medium Instruction Co-learning Mathematics

• Hong Kong

• 1997.7 onwards

• 中學教育

Recent studies on classroom discourse have challenged the traditional classroom role set and emphasised equal contributions from the participants and the emergence of knowledge through active participation. Co-learning emphasises the process in which teachers and students attempt to adapt to one another's behaviour and learn from each other in order to produce desirable learning outcomes. Current research has paid little attention to the ways in which content teachers and students jointly negotiate new knowledge in bi/multilingual classrooms. Based on data collected from a linguistic ethnography in Hong Kong English-Medium-Instruction secondary mathematics classrooms, this paper uses translanguaging as an analytical perspective to analyse how the EMI teacher and students co-learn in the classroom. The data are analysed using Multimodal Conversation Analysis and triangulated with the video-stimulated-recall-interviews which are analysed using Interpretative Phenomenological Analysis. The paper argues that translanguaging creates a safe space for co-learning that emphasises equity in knowledge construction and challenges the hierarchical relationship between the teacher and the learner. Copyright © 2021 Routledge.

• 英文

期刊論文

• 09500782

• 10.1080/09500782.2020.1837860

https://bibliography.lib.eduhk.hk/tc/bibs/e24b162a

2022-04-20