The situated multiliteracies approach to classroom participation: English language learners’ participation in classroom mathematics practices

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dc.contributor.authorTakeuchi, Miwa
dc.date.accessioned2016-01-30T22:31:27Z
dc.date.available2016-01-30T22:31:27Z
dc.date.issued2015
dc.description.abstractGuided by sociocultural theory and the theory of multiliteracies, learning is perceived as a shifting participation in practices, which is mediated by multiple physical and symbolic tools. Drawing on the situated multiliteracies approach, which integrates these two theories, the purpose of this ethnographic research is to examine the participation of English language learners (ELLs) in mathematics practices in an urban Canadian classroom. This study describes ELLs’ successful participation in classroom mathematics practices in relation to the context that supported their participation. I highlight the teacher’s use of multiple languages and physical and symbolic tools, along with her affirmation of students’ identities as multimodal users. The finding from this study calls for broadening the definition of language in content-area classrooms and for embracing identities created through classroom interactions as an integral part of learning.en_US
dc.description.refereedYesen_US
dc.identifier.doi10.1080/15348458.2015.1041341
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/35653
dc.identifier.urihttp://hdl.handle.net/1880/51075
dc.language.isoenen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.publisher.urlhttp://www.tandfonline.com/doi/abs/10.1080/15348458.2015.1041341?journalCode=hlie20en_US
dc.rightsAttribution Non-Commercial No Derivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectsociocultural theoryen_US
dc.subjectmultiliteraciesen_US
dc.subjectEnglish language learnersen_US
dc.subjectclassroom mathematics learningen_US
dc.subjectmultilingual classroomen_US
dc.titleThe situated multiliteracies approach to classroom participation: English language learners’ participation in classroom mathematics practicesen_US
dc.typejournal article
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