Number words in ‘her’ language, dialogism and identity-work: the case of little Mariah

Anna Chronaki; Georgia Mountzouri; Maria Zaharaki; Núria Planas

doi:10.1080/14675986.2015.1078527

Number words in ‘her’ language, dialogism and identity-work: the case of little Mariah

Anna Chronaki, Georgia Mountzouri, Maria Zaharaki, Núria Planas

Department of Teaching of Mathematics and Experimental Sciences

Research output: Contribution to journal › Article › Research › peer-review

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
Pages (from-to)	352-362
Journal	Intercultural Education
Volume	27
Issue number	4
DOIs	https://doi.org/10.1080/14675986.2015.1078527
Publication status	Published - 3 Jul 2016

Keywords

dialogism
discursive identity-work
early number
Mathematics education
multilingual classroom

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abstract = "{\textcopyright} 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{\textquoteright}s mathematical activity. Data from a preschool classroom activity on {\textquoteleft}number words in “other” languages{\textquoteright} 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.",

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