在双语马耳他语课堂中参与分数语篇

Marie Thérèse Farrugia
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引用次数: 1

摘要

背景:马耳他岛是前英国殖民地,直到今天,教育仍然使用双语。对于数学教育,马耳他语和英语被用于口头交流,特定学科的词汇倾向于保留在英语中。书面数学文本是英文的,包括课本、工作表、数字文本和考试。因此,数学的“学术”语言通常被认为——并且被接受——是英语。研究目的:对于马耳他学生来说,获得学术(英语)数学语言来获取权力话语并在此过程中使用马耳他语是很重要的。本研究的重点是语言作为分数语篇的一部分。研究的问题是:如何支持马耳他双语儿童获得分数语篇?参与者:作者承担了教师和研究者的双重角色。这些学生是16名9岁的四年级学生。其中6名儿童还分别参加了两次访谈。干预:作者采用教师/研究员的角色,教授主题分数(五课)。这个题目是应班主任的要求选定的。班主任说,虽然她的学生以前已经掌握了一个区域的分数(例如,一个圆的1/3),但他们不理解数量的分数(例如,一套12本书的1/3)。在她的教学中,作者明确地关注语言;她开始用马耳他语和英语与学生讨论分数问题,并温和地促使他们增加数学英语的使用。这种更详细地表达数学概念的目的是让孩子们更好地理解数量的分数。研究设计:本定性案例研究以课堂互动和访谈数据为中心进行分析。理论框架来源于Anna sard对数学话语的定义,即话语由词语、认可叙事、惯例和视觉媒介组成。“分数的理解”被认为是参与,或参与,在分数的话语。结论:译语的最初使用促成了与认可叙事、惯例和视觉媒介相关的新话语元素。这三个要素支持了学术语言中更长的、更多样的贡献,因此,我认为,被认可的叙事、惯例和视觉媒介充当了支持新语言实践(话语的新词汇)的“锚”。最后,孩子们对四个话语要素的参与表明,在五节课结束时,他们对数量的分数有了更好的理解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Engaging in the Discourse of Fractions in a Bilingual Maltese Classroom
Context: The island of Malta is a former British colony, and to this day, education continues to be accessed bilingually. For mathematics education, Maltese and English are used for verbal interaction, with subject-specific words tending to be retained in English. Written mathematics texts are in English, including textbooks, worksheets, digital texts, and examinations. Thus, the “academic” language of mathematics is generally considered—and accepted—to be English. Objective of Research: It is important for Maltese students to gain access to the academic (English) mathematics language to access the discourse of power and still use Maltese in the process. The focus of this study is language as part of the discourse of fractions. The research question was: How can Maltese bilingual children be supported in accessing the discourse of fractions? Participants: The author assumed the dual role of teacher and researcher. The students were 16 nine-year-old children attending a fourth-grade class. Six of these children also participated in two interviews each. Intervention: The author adopted a teacher/researcher role and taught the topic Fractions (five lessons). The topic was chosen at the request of the class teacher. The class teacher stated that although her students had previously mastered fractions of a region (e.g., 1/3 of a circle), they had not understood fractions of quantities (e.g., 1/3 of a set of 12 books). During her teaching, the author focused on language explicitly; she started discussions on fractions with the students using Maltese and English, and gently prompted them toward increased use of mathematical English. The aim of this more detailed articulation of mathematical ideas was for the children to express a better understanding of fractions of quantities. Research Design: This qualitative case study centered its analysis on the classroom interaction and interview data. The theoretical framework drew from Anna Sfard’s definition of mathematical discourse, namely, that a discourse consists of words, endorsed narratives, routines, and visual mediators. “Understanding of fractions” was considered in terms of participation in, or engagement with, in the discourse of fractions. Conclusions: The initial use of translanguaging enabled new discourse elements related to endorsed narratives, routines, and visual mediators. These three elements then supported lengthier and varied contributions in the academic language, and thus, I argue that the endorsed narratives, routines, and visual mediators served as “anchors” to support new language practices (new words of the discourse). Ultimately, the children’s engagement with the four discourse elements indicated that by the end of the five lessons, they had a better understanding of fractions of quantities.
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