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Making use of multiple (non-shared) first languages: State and need of research and development in the European language context
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.ORCID iD: 0000-0002-6099-7426
2016 (English)In: Mathematics Education and Language Diversity: The 21st ICMI study / [ed] Richard Barwell, Philip Clarkson, Anjum Halai, Mercy Kazima, Judit Moschkovich, Núria Planas, Mamokgethi Setati-Phakeng, Paola Valero, Martha Villavicencio Ubillús, London: Springer, 2016, 47-66 p.Chapter in book (Refereed)
Abstract [en]

Wide empirical evidence and theoretical explanations show that first languages are important resources for increasing access to mathematics for learners whose first language is not the language of instruction. Whereas including the first language is well established in many countries outside Europe, especially those with shared first languages, most European classrooms deal with five or more (non-shared) first languages without making use of them. This chapter explores the specific European language context and its cultural, political, and institutional dimensions. We report practices of including first languages and report on European research into its effects and conditions.

Place, publisher, year, edition, pages
London: Springer, 2016. 47-66 p.
Series
, New ICMI Study Series, ISSN 1387-6872
Keyword [en]
Emigration, Immigration, Cultural dimension, Political dimension, European Union, Plurilingualism, Agency, Monolingual classroom norms
National Category
Educational Sciences
Research subject
Mathematics Education
Identifiers
URN: urn:nbn:se:su:diva-126582DOI: 10.1007/978-3-319-14511-2_3ISBN: 978-3-319-14510-5ISBN: 978-3-319-14511-2OAI: oai:DiVA.org:su-126582DiVA: diva2:901336
Available from: 2016-02-07 Created: 2016-02-07 Last updated: 2016-02-08Bibliographically approved

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Norén, Eva
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