Purposefully Relating Multilingual Registers: Building Theory and Teaching Strategies for Bilingual Learners Based on an Integration of Three Traditions

By Susanne Prediger, Philip Clarkson, Arindam Boses. 2016

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Starting from revisiting three traditions of reflecting on linguistic transitions between registers and representations, we suggest the integrated approach of purposefully relating registers. The result is likely to enhance language-sensitive teaching strategies in multilingual classrooms that aim at conceptual understanding. Two empirical snapshots from design experiments illustrate this potential for teaching and learning mathematics.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/5ce5794c0363c8482fb80b936b8810a4ff6635f0