Verbal interaction in mathematics lessons in Anglophone Cameroon
The verbal interaction between students during mathematics lessons Cameroon is the primary focus of Strategies for facilitating language Service Training activities to meet needs of such teachers form a secondary teachers and in Anglophone this study. oriented Inthe training focus. Specifically three research questions are asked. Firstly, how do teachers and students interact in English whilst teaching and learning mathematics? Secondly can a model of these patterns be created and thirdly can such a model be used with teachers to enable them to increase the amount and range of student language in mathematics lessons. Following a review of relevant research-, -the need for a study which will provide answers to these questions is clear. The methodology of such research is also reviewed, 'and thus the present study is rooted in existing practice both in terms of its content and its research design. The data, audio recorded lessons, are transcribed and the patterns of verbal interaction observed classified via a grounded theory. These patterns are described collectively and then individually so that changes made during the phase of intensive INSET can be observed. The study shows that the participating teachers
Breet, Felicity Grace
Linguistics
Verbal interaction in mathematics lessons in Anglophone Cameroon. The verbal interaction between students during mathematics lessons Cameroon is the primary focus of Strategies for facilitating language Service Training activities to meet needs of such teachers form a secondary teachers and in Anglophone this study. oriented Inthe training focus. Specifically three research questions are asked. Firstly, how do teachers and students interact in English whilst teaching and learning mathematics? Secondly can a model of these patterns be created and thirdly can such a model be used with teachers to enable them to increase the amount and range of student language in mathematics lessons. Following a review of relevant research-, -the need for a study which will provide answers to these questions is clear. The methodology of such research is also reviewed, 'and thus the present study is rooted in existing practice both in terms of its content and its research design. The data, audio recorded lessons, are transcribed and the patterns of verbal interaction observed classified via a grounded theory. These patterns are described collectively and then individually so that changes made during the phase of intensive INSET can be observed. The study shows that the participating teachers
verbal_interaction mathematics lesson anglophone cameroon verbal_interaction student mathematics lesson cameroon primary_focus strategies facilitate language service training activity meet needs teacher form secondary teacher anglophone study orient training focus specifically question_ask firstly teacher_student interact english whilst teach_learn mathematics secondly model pattern create thirdly model used teacher enable increase_amount range student language mathematics lesson following_review relevant research the need study provide_answer question clear also_review and thus present_study root exist practice term content design data audio record lesson transcribe pattern verbal_interaction observe classified via grounded theory pattern describe collectively individually change make phase intensive inset observe study_show participate teacher