Aug 2026· The International Journal of Science Mathematics and Technology Learning· 0 citations
Abstract
Classroom discourses play a crucial role in shaping how learners understand mathematical concepts, particularly in multilingual South African classrooms. This qualitative study employs critical discourse analysis (CDA) to examine how the language practices, teacher–student interactions, and underlying power relations influence learning in a series of Grade 10 lessons on functions. Drawing on Fairclough’s CDA framework, the study analyzes transcripts of three consecutive lessons to explore how teacher authority, questioning patterns, and classroom norms affect learner participation. The findings show that the teacher’s dominant use of the Initiation–Response–Evaluation pattern and procedural explanations limit opportunities for learner reasoning and autonomy. Code-switching emerges as a supportive strategy for bridging linguistic gaps; however, it also reveals tensions between the language of instruction and learners’ home languages. The results indicate that current discourse practices prioritize efficiency and correctness, contributing to surface-level understanding rather than conceptual engagement. The study recommends a shift toward dialogic and learner-centered approaches that promote equitable participation and deeper mathematical thinking. By highlighting how language and power operate in everyday classroom talk, this research provides insights for improving mathematics teaching in multilingual contexts.
The study investigates how this integration affects comprehension, critical thinking, student engagement, learner autonomy, and the particular difficulties that students face using thematic analysis. Student perspectives, classroom observations, and classroom records were used to collect data. Using detailed information from ten informants with a range of skill levels, this qualitative case study examines the impact of combining language and content in academic reading for English as a Foreign Language (EFL) learners in higher education. The results show that students' reading comprehension is much improved by contextualizing reading materials, structuring instruction, and connecting the subject to real-world scenarios. Giving students the chance to relate academic material to their own experiences increases their engagement and sense of autonomy. However, issues with technical jargon, a lack of prior knowledge, and the interpretation of statistical or graphical data remain obstacles. Scaffolded analysis, modeling of reading strategies, and pre-teaching of specialist terminology are among the effective tactics identified. These findings highlight the importance of adaptable, targeted teaching strategies for EFL students. Such interventions are essential for fostering critical thinking, academic literacy, and independence. Integrating language and content supports EFL learners in overcoming reading challenges and achieving academic success.
Asrul Asrul, Abdulhalim Daud, Awaludin Rizal et al.· GLENS: Global English Insigh...· 0 citations
This paper examines the critical role of classroom discourse in shaping the social and linguistic identities of students within the Singaporean Tamil education landscape. Drawing on the framework of classroom discourse analysis proposed by Rymes (2016), this study explores how teacher-student interaction and the utilization of Standard Spoken Tamil (SST) facilitate a supportive environment for language acquisition and the development of student confidence. The research highlights the challenges faced by minority-community students in navigating diglossic language demands and emphasizes the importance of the teacher's role in creating a pedagogical space that bridges home and school language practices. By reviewing historical and contemporary perspectives on SST, the paper argues that integrating SST into classroom pedagogy is essential for fostering a positive linguistic identity, enabling students to communicate with assurance both within and beyond the classroom. The findings suggest that when teachers provide scaffolded opportunities for oral engagement through varied pedagogical tasks, students are better equipped to overcome linguistic anxiety, ultimately ensuring the vitality of the Tamil language in Singapore.
முனைவர் உமையாளம்பிகை இராமகிருஷ்ணன்· KALANJIYAM - International J...· 0 citations
Classroom evaluative feedback, encompassing praise, criticism, rewards, and punishments, is a pivotal interpersonal and educational tool in English language teaching. It profoundly shapes the classroom atmosphere, directly influences student engagement, and significantly impacts learners' motivation and subsequent behavior. While existing research has extensively explored this topic, it largely does so from psychological or conversational analysis perspectives, often lacking a systematic, unified linguistic explanation for the underlying mechanisms. To address this gap, this paper employs a comprehensive literature review to systematically trace the evolution of English classroom evaluative feedback models, charting their development from early behaviorist and cognitive perspectives through to contemporary sociocultural and systemic functional linguistics (SFL) viewpoints. The central focus is on demonstrating how modern assessment theory can provide a robust and systematic analytical framework for understanding the complexity of classroom feedback. The analytical framework proposed herein supplements existing oral evaluative feedback models, offering a coherent theoretical reference that can effectively guide pedagogical practice and serve as a foundation for subsequent empirical research in the field of English language teaching.
Peiying Deng· Communications in Humanities...· 0 citations
This study explores the relationship between self-confidence and student engagement among English as a Foreign Language (EFL) learners at the Montessori Institute.
Recognizing that linguistic proficiency alone does not guarantee active participation, the research investigates how teacher behaviors, pedagogical interventions, and virtual classroom environments impact a learner’s willingness to communicate. Using a mix method approach, the study systematizes a series of eight pedagogical interventions findings indicate that engagement significantly increases when students are provided with scaffolding tools, work in small breakout rooms, and receive delayed, non-intimidating error correction. Quantitative data form the participation revealed a transition from inconsistent engagement to a 100% participation rate by the third intervention, which was sustained through the final session. Furthermore, results from the anxiety scale highlight that while fear of judgment and social comparison are primary barriers, they are effectively mitigated by a classroom climate focused on communicative flow and human connection rather than immediate grammatical perfection.
Adrian Gonzalo Vinces Loor, Maria Cristina Basantes Robalino· Revista Multidisciplinar Epi...· 0 citations
To address the persistent challenges faced by South African learners’ underperformance in Mathematics and Physical Sciences, the study investigated the impact of interactive classroom practices on academic engagement. Using simple random sampling, data were collected from 123 grades 10 and 11 physical sciences learners who participated in a correlational study. The learners rated how often their teachers use investigative methods, group discussion, educational resources, and indirect teaching styles to promote positive classroom environments. Analysis of the Spearman rho statistical output revealed a strong positive correlation between indirect teaching style and both the adoption of investigative methods and learners’ engagement through group discussions. While a moderate link was found between classroom climate and indirect teaching, no statistically significant relationship existed between classroom climate and group discussion. These findings not only contribute to the field by highlighting the necessity of inquiry-based pedagogy and resource integration but also the importance of classroom practices that foster collaborative problem-solving to develop science process skills in learners. The study concludes that inquiry-based pedagogy, resource integration, and targeted teacher training are vital for fostering supportive learning environments. Potential variability associated with contextual factors such as learners’ heterogeneity, availability of resources, and differences in teachers’ implementation are some of the limitations of this study. Future longitudinal research is recommended to address contextual variables such as learner heterogeneity and resource availability.
Ritu Bhagwandeen, A. Rambuda· International Journal of Edu...· 0 citations
This study examines secondary mathematics teachers’ attitudes toward argumentation-based instruction (ABI) and its enactment in classroom practice within a Bedouin Arab secondary-school context. Grounded in Toulmin's model of argumentation, the study adopts a qualitative case-study design combining classroom observations and semi-structured interviews. Data were collected from five mathematics teachers, including repeated observations of one Grade 10 classroom. The findings reveal a discrepancy between teachers’ positive orientations toward ABI and its classroom enactment. Although participants viewed argumentation as valuable for promoting conceptual understanding, motivation, and student engagement, observed argumentative episodes were relatively infrequent and generally characterized by low-level reasoning structures, primarily claims supported by data or warrants. Argumentation tended to emerge as an incidental component of problem solving rather than as a systematically planned instructional strategy. Interview data identified several constraints, including time pressure, curriculum demands, exam-oriented accountability, and limited confidence in facilitating dialogic discourse. The findings highlight the complex relationship between teachers’ pedagogical beliefs and their enacted practices, suggesting that positive attitudes toward argumentation do not necessarily translate into sustained dialogic instruction. The study contributes to the literature by integrating structural and dialogic perspectives on argumentation and by providing a context-sensitive account of how argumentation-based pedagogy is implemented within a culturally specific educational setting. In doing so, it advances understanding of the contextual conditions that shape the enactment of student-centered, reasoning-oriented instruction in mathematics education.
A. Gribiea· Asian Journal for Mathematic...· 0 citations
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