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ToolsSalehmohamed, Asifa and Rowland, Tim (2014) Whole-class interactions and code-switching in secondary mathematics teaching in Mauritius. Mathematics Education Research Journal, 26 (3). pp. 555-577. ISSN 1033-2170
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This paper reports a study of whole-class interactions in mathematics classrooms in a girls’ secondary school in Mauritius. It focuses on three teachers and their instructional language practices. Analysis of audio-recordings of lessons showed that code-switching was commonly practised by all the teachers in the study. The teachers’ comments on their use of language within the classroom show that although they are aware of the languages they use, they are not always conscious of their code-switching. Different functions of the teachers’ code-switching practices were identified, indicating it can be an important support for learning mathematics, despite some related tensions that teachers face in using code-switch in their teaching. The paper concludes with some implications for national policy and for teacher education.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | code-switching,language and mathematics,mauritian secondary school,teaching dilemma,teachers’ perspectives |
| Faculty \ School: | Faculty of Social Sciences > School of Education and Lifelong Learning |
| UEA Research Groups: | Faculty of Social Sciences > Research Groups > Research in Mathematics Education |
| Related URLs: | |
| Depositing User: | Pure Connector |
| Date Deposited: | 18 Jul 2017 05:06 |
| Last Modified: | 22 Oct 2022 02:54 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/64138 |
| DOI: | 10.1007/s13394-013-0103-6 |
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