How contrasting multiple languages can support conceptual understanding: The cases of newly arrived and resident multilingual students
Résumé
Activating multiple languages as resources has been shown as beneficial for mathematics learning,
with the potential to utilize students’ multiple languages for facilitating conceptual insight. However,
it is yet unclear how students can be supported to utilize their multiple languages as epistemic
resource in such a way, particularly in superdiverse classrooms where students do not necessarily
share a home language. To better understand the conditions for utilizing multiple languages as
epistemic resource, we investigate the promising design principle of contrasting multiple languages
in a classroom of newly arrived students and a group of resident multilingual students. Our findings
show how this design principle was realized in different ways by students with different language
backgrounds, yet that home languages were crucial for students’ meaning making. This informs how
to realize the said design principle in superdiverse classrooms with differing language constellations.
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