The social organization of mathematics classrooms and English language learners’ opportunities to participate

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dc.contributor.authorTakeuchi, Miwa
dc.date.accessioned2015-10-20T19:52:20Z
dc.date.available2015-10-20T19:52:20Z
dc.date.issued2010-06
dc.description.abstractIn this paper, I discuss the significance of classroom organization in English Language Learners’ (ELLs) opportunities to participate in mathematics classrooms through a review of relevant contemporary literature. In particular, I will focus on the following areas of classroom organization: language organization, instructional organization, and discourse organization. By highlighting the relationship between classroom organization and English language learners’ opportunities to participate in the mathematics classroom, I will provide insight into when and under which contexts ELLs are acknowledged (or not) with their existing resources.en_US
dc.description.refereedYesen_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/31726
dc.identifier.urihttp://hdl.handle.net/1880/51002
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.titleThe social organization of mathematics classrooms and English language learners’ opportunities to participateen_US
dc.typeunknown
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