Access to mathematics versus access to the language of power: the struggle in multilingual mathematics classrooms

dc.creator	Mamokgethi Setati
dc.date	2008-02-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:16:49Z
dc.date.available	2015-08-12T11:16:49Z
dc.identifier	0256-0100
dc.identifier	2076-3433
dc.identifier	https://doaj.org/article/a27e28e044c543169c4f815439cdbeb2
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/25877
dc.description	In this article I explore how teachers and learners position themselves in relation to use of language(s) in multilingual mathematics classrooms. I draw from two studies in multilingual mathematics classrooms in South Africa. The analysis presented shows that teachers and learners who position themselves in relation to English are concerned with access to social goods and positioned by the social and economic power of English. They do not focus on epistemological access but argue for English as the language of learning and teaching. In contrast, learners who position themselves in relation to mathematics and so epistemological access, reflect more contradictory discourses, including support for the use of the their home languages as languages of learning and teaching.
dc.language	English
dc.publisher	Education Association of South Africa (EASA)
dc.relation	http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002008000100007
dc.relation	https://doaj.org/toc/0256-0100
dc.relation	https://doaj.org/toc/2076-3433
dc.source	South African Journal of Education, Vol 28, Iss 1, Pp 103-116 (2008)
dc.subject	access to mathematics
dc.subject	language of power
dc.subject	multilingual
dc.subject	Setswana
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Access to mathematics versus access to the language of power: the struggle in multilingual mathematics classrooms
dc.type	article