How contrasting multiple languages can support conceptual understanding: The cases of newly arrived and resident multilingual students
Fiche du document
10 juillet 2023
- handle: 10670/1.julbzh
- isbn: 978-963-7031-04-5
- hal: hal-04406815
info:eu-repo/semantics/OpenAccess
Sujets proches
School life Students--Education Pupils Student life and customsCiter ce document
Shintia Revina et al., « How contrasting multiple languages can support conceptual understanding: The cases of newly arrived and resident multilingual students », HAL-SHS : sciences de l'éducation, ID : 10670/1.julbzh
Métriques
Partage / Export
Résumé
Activating multiple languages as resources has been shown as beneficial for mathematics learning, with the potential to utilize students’ multiple languages for facilitating conceptual insight. However, it is yet unclear how students can be supported to utilize their multiple languages as epistemic resource in such a way, particularly in superdiverse classrooms where students do not necessarily share a home language. To better understand the conditions for utilizing multiple languages as epistemic resource, we investigate the promising design principle of contrasting multiple languagesin a classroom of newly arrived students and a group of resident multilingual students. Our findings show how this design principle was realized in different ways by students with different language backgrounds, yet that home languages were crucial for students’ meaning making. This informs how to realize the said design principle in superdiverse classrooms with differing language constellations.