Abstract
This study’s focus was two-fold, first to look at forms of gestures teachers of multilingual mathematics classes use during teaching; and second to find out how teachers of multilingual mathematics classes utilize learners’ home language, language of learning and teaching and gestures to foster understanding in the teaching of mathematics. This qualitative case study is informed by the embodied cognition theory and social constructivism. Two purposively selected Grade 11 teachers were observed and video recorded while teaching trigonometry for a week in a multilingual policy environment. They were each interviewed for an hour. Results shows that iconic and deictic gestures were frequently used to link the teacher’s verbal language and the diagrams on the chalkboard or what was previously learnt, to ground cognition into the physical teaching and learning environment. Metaphoric gestures were less used while beat gestures were not used. Results also show that there exists an intricate semiotic and symbiotic relationship between gestures (bodily actions), and spoken language (in two or more languages in the same environment). In this paper, I conclude that in multilingual classes all forms of teacher gestures that indicate and refers to objects and locations in reality may help improve learning. Gestures and verbal languages complement each other, and should be used as resources for mediating and scaffolding teaching and learning.
Highlights
This study’s focus was two-fold, first to look at forms of gestures teachers of multilingual mathematics classes use during teaching; and second to find out how teachers of multilingual mathematics classes utilize learners’ home language, language of learning and teaching and gestures to foster understanding in the teaching of mathematics
This paper focusses on the nature of gestures used and how they were used by the selected teachers during their teaching of multilingual mathematics classes to provide access to mathematics concepts
This study provides possible ways in which teachers can utilize language in its various forms to further the teaching of mathematics
Summary
This paper focusses on the nature of gestures used and how they were used by the selected teachers during their teaching of multilingual mathematics classes to provide access to mathematics concepts. The South African language policy (SALP) and the language in education policy (LiEP) of 1997 refers to multilingualism, they do not provide explicit support for the strategic planning and execution of other possible language practices, for an educational setting. Such practices include code switching, code mixing, code meshing, translanguaging and gestures among others. Interest was with those gestures that accompanied teachers’ use of learners’ first language through code switching. Adler (2001) defines code switching as the concurrent use of two or more languages in one conversation. Code meshing as well as code mixing embraces people’s cultural differences and allows them to authentically illuminate their personality
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Eurasia Journal of Mathematics, Science and Technology Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
