'Bridging discourses' in a bilingual South African mathematics classroom with a collaborative teaching model

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dc.contributor.advisorMcKinney, Carolynen_ZA
dc.contributor.authorTyler, Robynen_ZA
dc.date.accessioned2015-01-05T07:05:46Z
dc.date.available2015-01-05T07:05:46Z
dc.date.issued2012en_ZA
dc.description.abstractThe majority of South Africa's learners have to access a curriculum in a language which is not their home language. Research has been conducted into several aspects of the challenge that this poses to educators and learners alike and how classroom discourse reflects this reality. This case study of a rural, bilingual Mathematics classroom in a holiday programme run by an NGO focuses on classroom talk to identify bridging discourses (Gibbons, 2006) used by the teacher, learning facilitator and learners. These bridging discourses serve to draw together the 'everyday' language of the learners and the subject-specific language of school Mathematics as well as to mediate between the culturally and linguistically disparate learners and teacher. I draw on a sociocultural view of learning, in particular the notion of mediation (Vygotsky, 1978), to frame this study. Classroom talk is conceptualised as a means of jointly constructing meaning (Mercer, 1995) which is framed by different discursive practices in different cultural settings (Gee, 1999; Alexander, 2001). Hence my research question is: within the particular discursive space of this classroom, how is mathematical meaning mediated through 'bridging discourses'?en_ZA
dc.identifier.apacitationTyler, R. (2012). <i>'Bridging discourses' in a bilingual South African mathematics classroom with a collaborative teaching model</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/11397en_ZA
dc.identifier.chicagocitationTyler, Robyn. <i>"'Bridging discourses' in a bilingual South African mathematics classroom with a collaborative teaching model."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2012. http://hdl.handle.net/11427/11397en_ZA
dc.identifier.citationTyler, R. 2012. 'Bridging discourses' in a bilingual South African mathematics classroom with a collaborative teaching model. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Tyler, Robyn AB - The majority of South Africa's learners have to access a curriculum in a language which is not their home language. Research has been conducted into several aspects of the challenge that this poses to educators and learners alike and how classroom discourse reflects this reality. This case study of a rural, bilingual Mathematics classroom in a holiday programme run by an NGO focuses on classroom talk to identify bridging discourses (Gibbons, 2006) used by the teacher, learning facilitator and learners. These bridging discourses serve to draw together the 'everyday' language of the learners and the subject-specific language of school Mathematics as well as to mediate between the culturally and linguistically disparate learners and teacher. I draw on a sociocultural view of learning, in particular the notion of mediation (Vygotsky, 1978), to frame this study. Classroom talk is conceptualised as a means of jointly constructing meaning (Mercer, 1995) which is framed by different discursive practices in different cultural settings (Gee, 1999; Alexander, 2001). Hence my research question is: within the particular discursive space of this classroom, how is mathematical meaning mediated through 'bridging discourses'? DA - 2012 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2012 T1 - 'Bridging discourses' in a bilingual South African mathematics classroom with a collaborative teaching model TI - 'Bridging discourses' in a bilingual South African mathematics classroom with a collaborative teaching model UR - http://hdl.handle.net/11427/11397 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/11397
dc.identifier.vancouvercitationTyler R. 'Bridging discourses' in a bilingual South African mathematics classroom with a collaborative teaching model. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2012 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/11397en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.title'Bridging discourses' in a bilingual South African mathematics classroom with a collaborative teaching modelen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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