Empowerment, EAL and the National Numeracy Strategy

Autores: Richard Barwell
Localización: International journal of bilingual education and bilingualism, ISSN 1367-0050, Vol. 8, Nº. 4, 2005, págs. 313-327
Idioma: inglés
DOI: 10.1080/13670050508668613
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Resumen
- This paper concerns the relationship between learning English as an additional language (EAL) and school mathematics. In bilingual education, Cummins has proposed a distinction between coercive and collaborative power-relations as an important consideration in the education of such students, advocating collaboration as a means to empower such students, and so enable more effective learning. In this paper, I explore these ideas through a discursive examination of two texts: extracts from the National Numeracy Strategy (NNS) concerning EAL; and extracts from a transcript of two EAL students working on a mathematics classroom task. My analysis highlights the multilayered nature of collaborative and coercive powerrelations within mathematics classrooms.