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Mike Stay (changes)

Aims and Objectives Research topics presented on TLRI directly above principles. Initially strategic value refers to education in New Zealand. The research responds to the growing diversity of students in New Zealand education system, and attempts to understand more how the linguistic diversity of their learning. The project addresses the inequities of this situation.

Two, three, four, and the quality of research. By building on the work of experienced researchers in the team and the investigation of different learning situations, the study is designed to reach substantive conclusions that directly affect the future training.

Five and six principles for the role of teachers as researchers. Necessary for this project promote significant development of all teachers as researchers.

Therefore, the objectives of the research project is: to assess the effects and characteristics of language factors in mathematics learning EAL students;

make recommendations to teachers of mathematics EAL students; to develop guidelines for the design of programs to support language and to develop a group of teachers interested in language and mathematics skills and further investigate this issue.

Research questions

1. It is known that there are disadvantages for students learning EAL in the classroom where English is the language of instruction. Elder (1993) and Graham (1987) estimate the variability in academic performance due to the ability in English was 10 percent for universities students, and is greater for the humanities and social subjects, compared mathematics or science. However, Barton and Neville-Barton (2003 - Bestessays ) suggest that disaster because the language can be as high in mathematics and other subjects. Thus the first research question is as follows. What extent the lack of learning of mathematics for the poor english Linguistics at the upper secondary and university degree?

2. There is a large literature on the linguistic features of mathematics in the speech English (eg Clarkson, 1991, Dale & Cuevas, 1987, Halliday 1975, Macgregor & Moore, 1991). There is also a literature that presents interviews in different languages (eg Galligan, 2001; Setati and Adler, 2001). However, although these features are described, is limited research on poverty that cause the learning of mathematics, especially in high level. Abedi (2001), for example, is one of the few corpus, with a focus on elementary mathematics. Naudé (2003) is one of a group of students with EAL native speaker of English (L1 students). However, the various language features affect Students from diverse backgrounds in foreign languages were not directly.

What specific characteristics of the tongue cause difficulty for groups of seniors and EAL students learning mathematics and how they compare with L1 language difficulties experienced by students?

1. Another aspect of the study is to investigate whether general or language expertise of the language is more important in the learning of mathematics in different language. The tests used for English EAL students who enter schools speaking (eg the Cambridge International English Language Testing System IELTS is general measures of academic excellence. The literature on the mathematical discourse mentioned above. The two linguistic considerations generated third question.

What is the importance of family in the technical knowledge of the language against the knowledge of language in learning mathematics in secondary and higher grade?

1. Earlier research on the level Barton and Neville-Barton (2003) that Students are not aware of the magnitude of her absence due to poor English. Is possible result is the belief that learning mathematics is language free. Such ignorance is a strict limit on overcoming any language disadvantage, so it is important if it is widespread.