Response to questioning in the immersion classroom
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Date
2013
Authors
Pothier, Stacy-Ann
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2013
Abstract
Students in second-language immersion mathematics classrooms can struggle to
verbalize their responses to problems, how they reached the response and why the answer
makes sense. Alberta curricula require that students be able to communicate their
learning. This study used a qualitative research model, an action research approach to
investigate systematically the purposeful use of questioning to encourage higher level
thinking and student ability to express that thinking verbally in a second-language.
Interchanges between students and students and teacher during mathematics activities
were videotaped and these served as a record of what took place while the research was
conducted. Students were surveyed and interviewed regarding their feelings about
answering questions in a variety of learning situations. Students with a variety of levels
of competency in the second-language were able to find ways to communicate in that
language to make themselves understood and to relate the processes they used to find a
response. This however does not happen if clear attention is not paid to several factors.
When activities and questioning are purposefully planned, considering language
acquisition, critical, complex and creative thinking, technology, collaboration, curriculum
and dialogue, and questioning, students can be successful in expressing their learning.
Elementary second-language immersion students are capable of expressing their thinking
verbally in their second-language while problem-solving in mathematics class.
Description
x, 100 leaves : ill. ; 28 cm
Keywords
Mathematics -- Study and teaching (Elementary) , French language -- Study and teaching (Elementary) -- Immersion method , French language -- Study and teaching (Elementary) -- Students , Immersion method (Language teaching)