Teacher Language Use as a Component of Students’ Learning Environment in Mathematics and Science

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Abstract

Students must learn to negotiate the multiple semiotic codes used in mathematics and science. The process is even more complex when the language of instruction differs from students’ vernacular. This paper reports on a qualitative case study which investigated the nature of the language challenges that a teacher’s language use might create for learners in an Infant classroom (5-7 years). Data from classroom observation, lesson transcripts, interviews, and classroom materials revealed that the teacher predominantly used Standard English to instruct learners who spoke a lexically-related Creole. The teacher’s use of subject terminology and inscriptions challenged infants. Textual features of oral language use were also problematic. The implications for teacher practice are discussed in light of the findings.

Author

• Iris Pamela Hewitt-Bradshaw, The University of Trinidad and Tobago