Codeswitching and Mathematics Learners How Hybrid Language Practices Provide Resources for Student Participation in Mathematical Practices

Research on codeswitching and bilingual first language acquisition has focused primarily on whether young children's codeswitching reflects adult-like intuition about the underlying grammar of codeswitching, or the subconscious rules which govern language mixing. A central concern in bilingual...

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Bibliographic Details
Published inCodeswitching in the Classroom pp. 88 - 113
Main Author Moschkovich, Judit
Format Book Chapter
LanguageEnglish
Published Routledge 2020
Edition1
Subjects
Mathematical Proficiency
Teachers Code Switch
Pedagogical Translanguaging
Language Ideologies
Mathematical Activity
Dual Language Education
Mathematical Discourse
Languaging Practices
Emergent Bilingual
Common Language
High Cognitive Demand Task
Hybrid Language Practices
Emergent Bilingual Learners
Mathematical Discourse Practices
Mathematics Register
Translanguaging Classroom
Arithmetic Computation
Dynamic Language Practices
Mathematical Practices
National Academies
Bilingual Students
Mathematics Problem Contexts
Bilingual Learners
Dual Language Bilingual Education Program
Conversational Floor
Online AccessGet full text
ISBN9781138225053
1138225053
9781138225060
1138225061
DOI10.4324/9781315401102-6

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Summary:Research on codeswitching and bilingual first language acquisition has focused primarily on whether young children's codeswitching reflects adult-like intuition about the underlying grammar of codeswitching, or the subconscious rules which govern language mixing. A central concern in bilingual and dual-language education has been language distribution in teaching and learning activities. R. Jacobson believed that by codeswitching in the classroom students would acquire subject-appropriate vocabulary in both languages, with none of the practical problems of language separation approaches. Children who hear mixed language input as primary linguistic data will therefore be subconsciously aware of whether Tense is of the "French type" or the "English type" through its association with a language-particular phonology, permitting acquisition to proceed as in the monolingual case. Coding was done by native speakers, and each coded transcript was proofed by at least one other native speaker trained in the coding system.
ISBN:9781138225053
1138225053
9781138225060
1138225061
DOI:10.4324/9781315401102-6