TY - JOUR
T1 - Language repair strategies in bilingual tutoring of mathematics word problems
AU - Oliveira, Alandeom W.
AU - Meskill, Carla
AU - Judson, Darlene
AU - Gregory, Karen
AU - Rogers, Patterson
AU - Imperial, Christopher J.
AU - Casler-Failing, Shelli
N1 - Abstract: This study explores the language repair strategies (aimed at repairing communication problems) of two bilingual speakers during mathematics word problem tutoring sessions. Bilingual repair was shown to gradually shift from a linguistic to an epistemic focus during problem solving (i.e., communication became more conceptually focused over time).
PY - 2015/3/4
Y1 - 2015/3/4
N2 - This study explores the language repair strategies (aimed at repairing communication problems) of two bilingual speakers during mathematics word problem tutoring sessions. Bilingual repair was shown to gradually shift from a linguistic to an epistemic focus during problem solving (i.e., communication became more conceptually focused over time). Linguistic repair involved varied translation techniques (literal and free), whereas epistemic repair entailed gradual refinement of specialized mathematical meanings through intralinguistic communicative strategies such as simplified rewording. It is suggested that understanding language repair may help tutors develop more effective dialogic instructional approaches to the teaching of mathematical word problems to English learners.
AB - This study explores the language repair strategies (aimed at repairing communication problems) of two bilingual speakers during mathematics word problem tutoring sessions. Bilingual repair was shown to gradually shift from a linguistic to an epistemic focus during problem solving (i.e., communication became more conceptually focused over time). Linguistic repair involved varied translation techniques (literal and free), whereas epistemic repair entailed gradual refinement of specialized mathematical meanings through intralinguistic communicative strategies such as simplified rewording. It is suggested that understanding language repair may help tutors develop more effective dialogic instructional approaches to the teaching of mathematical word problems to English learners.
UR - https://doi.org/10.1080/14926156.2014.990173
U2 - 10.1080/14926156.2014.990173
DO - 10.1080/14926156.2014.990173
M3 - Article
SN - 1492-6156
VL - 15
JO - Canadian Journal of Science, Mathematics and Technology Education
JF - Canadian Journal of Science, Mathematics and Technology Education
ER -