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Mathematical Thinking and Learning Volume 10, 2008 - Issue 2
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Article

Revoicing in a Multilingual Classroom

Noel Enyedy UCLA, Correspondence[email protected]
,
Laurie Rubel Brooklyn College, CUNY,
,
Viviana Castellón UCLA,
,
Shiuli Mukhopadhyay California State University, Northridge,
,
Indigo Esmonde Ontario Institute for Studies in Education, University of Toronto,
&
Walter Secada University of Miami,
Pages 134-162 | Published online: 25 Apr 2008

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Nicholas C. Johnson, Megan L. Franke, Noreen M. Webb, Marsha Ing, Eric Burnheimer & Joy Zimmerman. (2023) “What Do You Think She’s Going to Do Next?” Irresolution and Ambiguity as Resources for Collective Engagement. Cognition and Instruction 41:3, pages 348-380.
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Samantha A. Marshall & Amelia Q. Rivera. (2023) More than Multilingual: Investigating Teachers’ Learning to Support Multilingual Students through an Intersectional Lens. The Educational Forum 0:0, pages 1-15.
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Roehl Sybing. (2023) Dialogic validation: a discourse analysis for conceptual development within dialogic classroom interaction. Classroom Discourse 14:1, pages 88-104.
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Erin Smith. (2022) A teacher’s positioning of a multilingual learner in the first month of the academic year. Research in Mathematics Education 0:0, pages 1-21.
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Michael Rabbidge & Mithun Banerjee. (2022) Positional Identities of an International Student in South Korea: Denied Rights and Neglected Duties. Journal of Language, Identity & Education 0:0, pages 1-14.
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Shirin Vossoughi, Natalie R. Davis, Ava Jackson, Ruben Echevarria, Arturo Muñoz & Meg Escudé. (2021) Beyond the Binary of Adult Versus Child Centered Learning: Pedagogies of Joint Activity in the Context of Making. Cognition and Instruction 39:3, pages 211-241.
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Heejoo Suh. (2020) Preparing Mathematics Teachers to Teach English Language Learners: What We Know and What We Can Do. The Educational Forum 84:3, pages 200-209.
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Sarah A. Roberts. (2020) Important for All: Positioning English Language Learners in Mathematics Professional Development. The Teacher Educator 55:1, pages 107-128.
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Hayriye Kayi-Aydar & Elizabeth R. Miller. (2018) Positioning in classroom discourse studies: a state-of-the-art review. Classroom Discourse 9:2, pages 79-94.
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Amy Burke. (2017) An Analysis of a Teacher’s Use of Revoicing During a Third Grade Literature Discussion. Literacy Research and Instruction 56:1, pages 1-20.
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Jennifer M. Langer-Osuna. (2016) The Social Construction of Authority Among Peers and Its Implications for Collaborative Mathematics Problem Solving. Mathematical Thinking and Learning 18:2, pages 107-124.
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Miwa Takeuchi. (2015) The Situated Multiliteracies Approach to Classroom Participation: English Language Learners’ Participation in Classroom Mathematics Practices. Journal of Language, Identity & Education 14:3, pages 159-178.
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Donna Kotsopoulos & Joanne Lee. (2012) An Analysis of Math Congress in an Eighth Grade Classroom. Mathematical Thinking and Learning 14:3, pages 181-198.
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Robert Q. BerryIIIIII. (2022) Connecting Discretionary Spaces to Mathematics Teaching Practices and Systemic Violence of Historically Excluded Learners. Teachers College Record: The Voice of Scholarship in Education 124:11, pages 257-265.
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Martha W. Alibali, Mitchell J. Nathan, Rebecca Boncoddo & Elizabeth Pier. (2019) Managing common ground in the classroom: teachers use gestures to support students’ contributions to classroom discourse. ZDM 51:2, pages 347-360.
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Louise C. Wilkinson. (2019) Learning language and mathematics: A perspective from Linguistics and Education. Linguistics and Education 49, pages 86-95.
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Zandra de Araujo, Sarah A. Roberts, Craig Willey & William Zahner. (2018) English Learners in K–12 Mathematics Education: A Review of the Literature. Review of Educational Research 88:6, pages 879-919.
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Jennifer Langer-Osuna. (2018) Productive Disruptions: Rethinking the Role of Off-Task Interactions in Collaborative Mathematics Learning. Education Sciences 8:2, pages 87.
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Kaouthar Boukafri, Marta Civil & Núria Planas. 2018. Language and Communication in Mathematics Education. Language and Communication in Mathematics Education 157 169 .
Rachel Garrett & Guanglei Hong. (2016) Impacts of Grouping and Time on the Math Learning of Language Minority Kindergartners. Educational Evaluation and Policy Analysis 38:2, pages 222-244.
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Beth A. Herbel-Eisenmann, David Wagner, Kate R. Johnson, Heejoo Suh & Hanna Figueras. (2015) Positioning in mathematics education: revelations on an imported theory. Educational Studies in Mathematics 89:2, pages 185-204.
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Seokhee Cho, Jenny Yang & Marcella Mandracchia. (2015) Effects of M 3 Curriculum on Mathematics and English Proficiency Achievement of Mathematically Promising English Language Learners . Journal of Advanced Academics 26:2, pages 112-142.
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Noel Enyedy & Reed Stevens. 2014. The Cambridge Handbook of the Learning Sciences. The Cambridge Handbook of the Learning Sciences 191 212 .
Erin Meikle. (2014) Preservice Teachers' Competencies to Select and Sequence Students' Solution Strategies for Productive Whole-Class Discussions. Mathematics Teacher Educator 3:1, pages 27-57.
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Asifa Salehmohamed & Tim Rowland. (2014) Whole-class interactions and code-switching in secondary mathematics teaching in Mauritius. Mathematics Education Research Journal 26:3, pages 555-577.
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Sarah J. Ferris. (2014) Revoicing. The Reading Teacher 67:5, pages 353-357.
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Núria Planas & Marta Civil. (2013) Language-as-resource and language-as-political: tensions in the bilingual mathematics classroom. Mathematics Education Research Journal 25:3, pages 361-378.
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Erin Turner, Higinio Dominguez, Luz Maldonado & Susan Empson. (2013) English Learners' Participation in Mathematical Discussion: Shifting Positionings and Dynamic Identities. Journal for Research in Mathematics Education 44:1, pages 199-234.
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Paichi Pat Shein. (2012) Seeing With Two Eyes: A Teacher's Use of Gestures in Questioning and Revoicing to Engage English Language Learners in the Repair of Mathematical Errors. Journal for Research in Mathematics Education 43:2, pages 182-222.
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Núria Planas. 2012. Towards Equity in Mathematics Education. Towards Equity in Mathematics Education 333 338 .

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