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What are the factors that influence the frequency of mathematics register in one linguistic code than in another? (English)
Smith, C. (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Vol.31, No. 3. Proceedings of the day conference, Oxford, UK, November 2011. London: British Society for Research into Learning Mathematics (BSRLM). 53-58 (2011).
Summary: This study is to draw attention to some of the significant factors that have increased the frequency of English mathematics register by both classroom teacher and learners in a bilingual Farsi/English mathematics lesson. The extent to which code-switching occurs does depend on the speaker’s linguistic proficiency. The students who were more fluent in English were more likely to respond in English, and the ones who were more fluent in Farsi responded in Farsi most of the time. This study reveals not only that being communicative competence in a particular language can dominate the conversation in that specific language, but also how the written mode can influence the verbal counterpart.
Classification: C50 C60
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