Empowerment, EAL and the National Numeracy Strategy

RA Barwell

Research output: Contribution to journalArticle (Academic Journal)

8 Citations (Scopus)

Abstract

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.
Translated title of the contributionEmpowerment, EAL and the National Numeracy Strategy
Original languageEnglish
Pages (from-to)313 - 327
Number of pages15
JournalInternational Journal of Bilingual Education and Bilingualism
Volume8 (4)
Publication statusPublished - 2005

Bibliographical note

Publisher: Multilingual Matters & Channel View Publications

Fingerprint Dive into the research topics of 'Empowerment, EAL and the National Numeracy Strategy'. Together they form a unique fingerprint.

Cite this