Language identities in students' writings about group work in their mathematics classroom

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In this article, I explore language identities and processes of negotiation concerning parts of these identities as seen by a group of students from a bilingualmathematics classroom. A collection of 10 students' individual writings on the questions 'What language do you use during group work in your mathematics class and why?' is examined from a sociopolitical perspective. My data emphasize the importance of addressing the complexity of the identity work that goes on in the students' texts. Through their writings and despite the perception of limits, students negotiate complementary language identities that are contrary to the established monolingual ideologies in the research context. Students show distinct degrees of agency in their responses as they attempt to produce language identities that are much more complex than those politically ascribed to them. © 2011 Taylor & Francis.
Original languageEnglish
Pages (from-to)129-146
JournalLanguage and Education
Issue number2
Publication statusPublished - 1 Mar 2011


  • Bilingualism
  • Group work interaction
  • Language identity
  • Mathematics classroom
  • Students' writings


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