Australian Vietnamese Students Learning Mathematics: High Ability Bilinguals and Their Use of Their Languages

By Philip Clarkson. 2006

167 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/980123bf7b16471ed3205b0aee152872d683c1dd

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Núria Planas
2. Mamokgethi Setati
3. Zahra Parvanehnezhad
4. J. Matthews
5. Francesca A. López
6. Philip Clarkson

In Literature and Literary Theory

1. Núria Planas
2. Mamokgethi Setati
3. Zahra Parvanehnezhad
4. J. Matthews
5. Francesca A. López
6. Philip Clarkson

Citations in the corpus

• Purposefully Relating Multilingual Registers: Building Theory and Teaching Strategies for Bilingual Learners Based on an Integration of Three Traditions (2016, background): “…classrooms where learners and teachers are engaged in classroom activities, and therefore also engaged in language negotiations, have been carefully described in terms of code-switching (see Barwell, 2005; Bose & Choudhury, 2010; Clarkson, 2007; Faruggia, 2009; Halai, 2009; Setati, 2008, 2005).”
• Iranian bilingual students reported use of language switching when doing mathematics (2008, background): “In the most recent relevant study, Clarkson (2006) noted that for a group of high performing Vietnamese bilingual students completing their schooling in Australia, some mathematical processes were easier to complete in Vietnamese.”
• Bilingualism in Sardinia and Scotland: Exploring the cognitive benefits of speaking a ‘minority’ language (2013, background): “Moreover, research by Clarkson (2006) has shown that the specific cognitive benefits of bilingualism can extend to ability in mathematics.”
• Speaking their language: The role of cultural content integration and heritage language for academic achievement among Latino children (2019, background): “Research (Baker, 1996; Clarkson, 2007; Secada, 1992) as well as theory (Darder, 2012; González, 2001) suggests that honoring student language is an essential aspect of integrating cultural content into instruction.”
• Bilingual students using their languages in the learning of mathematics (2009, methodology): “We know of findings in relation to English as a second language and with pairs of languages that have many structural linguistic differences such as Vietnamese and English (Clarkson, 2006) or Iranian and English (Parvanehnezhad & Clarkson, 2008).”