Difference between revisions of "Oliveira2015"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Alandeom W. Oliveira; Carla Meskill; Darlene Judson; Karen Gregory; Patterson Rogers; Christopher J. Imperial; Shelli Casler-Failing | |Author(s)=Alandeom W. Oliveira; Carla Meskill; Darlene Judson; Karen Gregory; Patterson Rogers; Christopher J. Imperial; Shelli Casler-Failing | ||
| − | |Title=Language | + | |Title=Language repair strategies in bilingual tutoring of mathematics word problems |
| − | |Tag(s)=EMCA; Repair; Second language acquisition; Applied; | + | |Tag(s)=EMCA; Repair; Second language acquisition; Applied; |
| − | |Key= | + | |Key=Oliveira2015 |
| − | |Year= | + | |Year=2015 |
| + | |Language=English | ||
|Journal=Canadian Journal of Science, Mathematics and Technology Education | |Journal=Canadian Journal of Science, Mathematics and Technology Education | ||
| − | |URL= | + | |Volume=15 |
| + | |Number=1 | ||
| + | |Pages=102–115 | ||
| + | |URL=https://www.tandfonline.com/doi/abs/10.1080/14926156.2014.990173 | ||
|DOI=10.1080/14926156.2014.990173 | |DOI=10.1080/14926156.2014.990173 | ||
| − | |||
|Abstract=This study explores the language repair strategies (aimed at repairing communication problems) of two bilingual speakers during mathematics word problem tutoring sessions. Bilingual repair was shown to gradually shift from a linguistic to an epistemic focus during problem solving (i.e., communication became more conceptually focused overtime). Linguistic repair involved varied translation techniques (literal and free) while epistemic repair entailed gradual refinement of specialized mathematical meanings through intralinguistic communicative strategies such as simplified rewording. It is suggested that understanding language repair may help tutors develop more effective dialogic instructional approaches to the teaching of mathematical word problems to English learners. | |Abstract=This study explores the language repair strategies (aimed at repairing communication problems) of two bilingual speakers during mathematics word problem tutoring sessions. Bilingual repair was shown to gradually shift from a linguistic to an epistemic focus during problem solving (i.e., communication became more conceptually focused overtime). Linguistic repair involved varied translation techniques (literal and free) while epistemic repair entailed gradual refinement of specialized mathematical meanings through intralinguistic communicative strategies such as simplified rewording. It is suggested that understanding language repair may help tutors develop more effective dialogic instructional approaches to the teaching of mathematical word problems to English learners. | ||
| − | |||
}} | }} | ||
Latest revision as of 03:34, 15 December 2019
| Oliveira2015 | |
|---|---|
| BibType | ARTICLE |
| Key | Oliveira2015 |
| Author(s) | Alandeom W. Oliveira, Carla Meskill, Darlene Judson, Karen Gregory, Patterson Rogers, Christopher J. Imperial, Shelli Casler-Failing |
| Title | Language repair strategies in bilingual tutoring of mathematics word problems |
| Editor(s) | |
| Tag(s) | EMCA, Repair, Second language acquisition, Applied |
| Publisher | |
| Year | 2015 |
| Language | English |
| City | |
| Month | |
| Journal | Canadian Journal of Science, Mathematics and Technology Education |
| Volume | 15 |
| Number | 1 |
| Pages | 102–115 |
| URL | Link |
| DOI | 10.1080/14926156.2014.990173 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
This study explores the language repair strategies (aimed at repairing communication problems) of two bilingual speakers during mathematics word problem tutoring sessions. Bilingual repair was shown to gradually shift from a linguistic to an epistemic focus during problem solving (i.e., communication became more conceptually focused overtime). Linguistic repair involved varied translation techniques (literal and free) while epistemic repair entailed gradual refinement of specialized mathematical meanings through intralinguistic communicative strategies such as simplified rewording. It is suggested that understanding language repair may help tutors develop more effective dialogic instructional approaches to the teaching of mathematical word problems to English learners.
Notes
