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  • Language identities in students* writings about group work in their mathematics classroom /
Tác giả CN Planas, Nuria.
Nhan đề Language identities in students* writings about group work in their mathematics classroom /Nuria Planas
Thông tin xuất bản 2011
Mô tả vật lý p. 120-146
Tóm tắt In this article, 1 explore language identities and processes of negotiation concerning parts of these identities as seen by a group of students from a bilingual mathematics classroom. A collection of 10 students individual writings on the questions What language do you use during group work in your mathematics class and why? is examined from a socio¬political perspective. My data emphasize the importance of addressing the complexity of the identity work that goes on in the students texts. Through their writings and despite the perception of limits, students negotiate complementary language identities that are contrary to the established monolingual ideologies in the research context. Students show distinct degrees of agency in their responses as they attempt to produce language identities that are much more complex than those politically ascribed to them
Đề mục chủ đề Ngôn ngữ--TVĐHHN.
Thuật ngữ không kiểm soát Group work interaction.
Thuật ngữ không kiểm soát Mathematics classroom.
Thuật ngữ không kiểm soát Students writings.
Thuật ngữ không kiểm soát Language identity.
Thuật ngữ không kiểm soát Bilingualism.
Nguồn trích Language and education- 2011, Vol25, N.2
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039|a20200722085930|bhuongnt|y20160819084118|zkhiembt
0410|aeng
1001|aPlanas, Nuria.
24510|aLanguage identities in students* writings about group work in their mathematics classroom /|cNuria Planas
260|c2011
300|ap. 120-146
3620|aVol. 25 (March 2011)
520|aIn this article, 1 explore language identities and processes of negotiation concerning parts of these identities as seen by a group of students from a bilingual mathematics classroom. A collection of 10 students individual writings on the questions What language do you use during group work in your mathematics class and why? is examined from a socio¬political perspective. My data emphasize the importance of addressing the complexity of the identity work that goes on in the students texts. Through their writings and despite the perception of limits, students negotiate complementary language identities that are contrary to the established monolingual ideologies in the research context. Students show distinct degrees of agency in their responses as they attempt to produce language identities that are much more complex than those politically ascribed to them
65017|aNgôn ngữ|2TVĐHHN.
653|aGroup work interaction.
653|aMathematics classroom.
653|aStudents writings.
6530|aLanguage identity.
6530 |aBilingualism.
7730|tLanguage and education|g2011, Vol25, N.2
890|a0|b0|c0|d0

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