Abstract
© 2016 Informa UK Limited, trading as Taylor & Francis Group. Based on an ethnographic study, we explore the potential of experimenting with multiple languages for number words as part of young children’s mathematical activity. Data from a preschool classroom activity on ‘number words in “other” languages’ exemplify a complex process of discursive identity-work and dialogism amongst children, parents, teacher, and researchers. The focus is on the case of little Mariah, a Pakistani immigrant girl in Greece, who experiences participation by sharing number knowledge in her mother tongue Urdu, and highlights how gendered, racial, or language-related discourses weave her learner identity in a multilingual preschool classroom.
Original language | English |
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Pages (from-to) | 352-362 |
Journal | Intercultural Education |
Volume | 27 |
Issue number | 4 |
DOIs | |
Publication status | Published - 3 Jul 2016 |
Keywords
- dialogism
- discursive identity-work
- early number
- Mathematics education
- multilingual classroom