Empowerment, EAL and the National Numeracy Strategy  

Oleh:

Barwell, Richard

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: International Journal of Bilingual Education and Bilingualism (Full Text) vol. 8 no. 4 (2005), page 313-327.
Topik: bilingual education; inclusion; mathematics education
Fulltext: Vol. 8, No. 4, 2005,313 — 327.pdf (137.52KB)

Isi artikel

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 powerrelations within mathematics classrooms.

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