Acquiring mathematics as a second language: A theoretical model to illustrate similarities in the acquisition of English as a second language and mathematics
Pythagoras
| Field | Value | |
| Title | Acquiring mathematics as a second language: A theoretical model to illustrate similarities in the acquisition of English as a second language and mathematics | |
| Creator | Ledibane, Maureen Kaiser, Kotie van der Walt, Marthie | |
| Description | Mathematics has been defined by researchers as a ‘second or third language’ and, as a result, it should be taught as a second language. Results of the literature reviewed from the theories on the teaching of mathematics and English as a second language, as well as on mathematics learning and English as a second language acquisition, have resulted in the emergence of four themes, which are similar to the ones on the teaching and learning of both mathematics and English as a second language; these are: comprehensible input, language processing and interaction, output, and feedback. In this article, the themes are illustrated in a theoretical model and discussed to show how English as a second language and mathematics can be acquired simultaneously. (English as a second language in the South African context is referred to as English as a first additional language.) | |
| Publisher | AOSIS Publishing | |
| Date | 2018-10-29 | |
| Identifier | 10.4102/pythagoras.v39i1.347 | |
| Source | Pythagoras; Vol 39, No 1 (2018); 12 pages 2223-7895 1012-2346 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://pythagoras.org.za/index.php/pythagoras/article/view/347/641
https://pythagoras.org.za/index.php/pythagoras/article/view/347/640
https://pythagoras.org.za/index.php/pythagoras/article/view/347/642
https://pythagoras.org.za/index.php/pythagoras/article/view/347/639
|
|
ADVERTISEMENT
