Learning mathematics in a Turkish-English bilingual after school club

Ürkmez, Ayşe Serpil (2018) Learning mathematics in a Turkish-English bilingual after school club. Doctoral thesis, London Metropolitan University.

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Abstract / Description

This thesis presents an investigation of a bilingual Turkish/English after school club in a UK secondary school. It investigates and analyses bilingual/multilingual students’ naturally occurring language use during classroom activities and explores students’ strategies while tackling mathematical tasks. It examines how learners construct a collaborative bilingual learning environment and form a community of practice. The study is set in a large mixed comprehensive school in North London where approximately 30% of students are from Turkish speaking backgrounds. Turkish speakers form one of the four largest cthno-linguistic groups in England.
The following major strategies emerged from my analysis: translanguaging, activating prior knowledge, employing play frames and learning in a social context. I discovered that translanguaging allowed students to access their own cultural and linguistic repertoire. They worked through mathematical tasks by activating prior knowledge, often using playful language. Through collaborative learning in a social context, they formed a bilingual community of practice. As a result of employing these strategies, mathematical understanding was enhanced, students performed better with improved self-confidence and mathematical problem solving was aided.

Item Type:	Thesis (Doctoral)
Additional Information:	uk.bl.ethos.851170
Uncontrolled Keywords:	translanguaging, bilingual/multilingual, activating prior knowledge, naturally occurring conversations, cultural and linguistic repertoire, collaborative learning, community of practice
Subjects:	300 Social sciences 300 Social sciences > 370 Education 400 Language > 410 Linguistics
Department:	School of Social Sciences (to June 2021)
Depositing User:	Chiara Repetto
Date Deposited:	09 Feb 2023 15:34
Last Modified:	09 Feb 2023 15:34
URI:	https://repository.londonmet.ac.uk/id/eprint/8263

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