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

Authors

  • Miwa Takeuchi OISE/University of Toronto

Keywords:

English language learners, classroom learning, mathematics education, sociocultural theory

Abstract

In 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.

Author Biography

Miwa Takeuchi, OISE/University of Toronto

Miwa Takeuchi is a PhD candidate at the Department of Curriculum, Teaching, and Learning of the Ontario Institute for Studies in Education.

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Published

2010-06-25

Issue

Vol. 3 No. 1 (2010)

Section

Literature Review/Revue de la documentation

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