Browsing by Author "Culligan, Karla"

Now showing 1 - 7 of 7
  • Thumbnail Image
    Item
    An exploration of French Immersion students' communication during collaborative mathematics problem-solving tasks
    (University of New Brunswick, 2017) Culligan, Karla; Dicks, Joseph
    The relationship between language and mathematics is complex, and arguably more so when students are learning mathematics through the medium of a second language. This study aims to describe, interpret, and understand how secondary French immersion mathematics students communicate, that is, how they use and attend to language and mathematics as they work collaboratively on problem-solving tasks in their second language. This study in grounded in sociocultural theory (e.g., Lantolf, 2000; Swain, 2000, 2008; Vygotsky, 1962, 1978) and the concept of the mathematics education register (e.g., Halliday, 1978, Pimm, 1987, 2007; Moschkovich, 2007) as the theoretical frameworks in order to highlight the social nature of learning and the key role of language in learning. With the theoretical frameworks guiding the remainder of the study, literature was reviewed that related to French immersion student achievement in mathematics, tensions inherent in bilingual mathematics classrooms, codeswitching or the use of the first language in second language mathematics, and what it means to “do” mathematics in a second language. This classroom-based study involved multiple site visits and working with 22 Grade 9 French immersion mathematics students in two different classes, along with their classroom teacher. Materials included a mathematics problem-solving task that required students to engage in reading, writing, oral interaction, hands-on modelling, and graphic representations. Data were collected via classroom based audio recordings that were then transcribed verbatim; these data were triangulated with researcher fieldnotes, students’ written texts, and post-hoc stimulated recall interviews. Data were analyzed using coding frameworks for language-related episodes (LREs), mathematics-related episodes (MREs), and instances of first language use using a priori codes as well as emergent codes (Barwell, 2009a, 2009c; Halliday, 1985; Moschkovich, 2002, 2007; Swain & Lapkin, 1998, 2000, 2013). The discourse analysis was extended using Gee’s (2014) theory and method, as well as the associated tools of inquiry (Gee, 2011). Several task-related findings suggested that student talk (rather than teacher talk) dominated the activity, that students mainly talked about the mathematics at hand, and that they used most of the anticipated problem-solving strategies to work through the task, although to varying degrees of thoroughness and success. Results showed that students engaged in various kinds of LREs and MREs, especially related to lexis and lexicogrammar, and also, although to a much lesser extent, other language forms. The LREs involved non-mathematical items, non-academic-mathematical items, and academic-mathematical items. The MREs mainly involved students’ describing mathematical situations and expanding in order to provide explanations. Instances of first language use emerged with the LREs (especially lexical) and the MREs (especially expanding with repeat/restate). The first language was also used to move the task along and for interpersonal interactions (especially vernacular and to express feelings). Theoretical and practical implications for educators and policymakers are given based on the salient findings of the study. Suggestions for future research are also explored.
  • Thumbnail Image
    Item
    Challenges, opportunities, and key questions in research for Mathematics in Indigenous and Migrational (MIM) contexts through a language-focused lens.
    (North American Study Group on Ethnomathematics, 2023) Culligan, Karla; DeWolfe, Sacha; Simensen, Anita Movik
    This paper presents some challenges, opportunities, key questions, and ways forward for research in mathematics in Indigenous and Migrational (MIM) contexts as discussed by the two featured panelists and mediated by the moderator in the closing symposium of the MIM Conference in Alta, Norway in November 2022. Punctuated with quotations, photos and images, the paper begins by introducing the three researchers, their contexts, and their respective research interests. Next, the paper unfolds as a discussion organized around the four main points (challenges, opportunities, key questions, ways forward). The moderator invited the panelists to examine these discussion points with a view towards the role of language in their respective contexts and research, therefore the theme of language features throughout. The paper concludes with a synthesis of common threads that emerged through the discussion and a focus on action moving forward.
  • Thumbnail Image
    Item
    Design thinking and its potential to improve willingness to communicate in the classroom
    (University of New Brunswick, 2024-08) Krist, Jadine; Culligan, Karla
    Students who experience low willingness to communicate (WTC), especially orally, are less likely to feel engaged and valued in the classroom. This can lead to a problematic downward spiral of participation and achievement. The literature suggests that low WTC is influenced by feelings of anxiety, or communication apprehension, as well as low self-confidence in one’s communication capabilities. Teaching practices such as the design thinking model can help to create an environment conducive to improved WTC. Design thinking encourages students to use empathy to generate solutions to complex problems. Its focus on open-mindedness creates an environment in which students experience less communication apprehension. At the same time, the design thinking model offers many opportunities for students to improve linguistic competence, thereby increasing their communicative self-confidence. Ultimately, teachers who integrate elements of the design thinking model into their practice have the potential to improve the teaching and learning environment for all.
  • Thumbnail Image
    Item
    Identifying requirements and gaps in French as a second language (FSL) Teacher Education: Recommendations and guidelines
    (Canadian Association of Second Language Teachers (CASLT), 2023) Arnott, Stephanie; Smith, Cameron W; Battistuzzi, Amanda; Culligan, Karla; Dicks, Joseph; Kristmanson, Paula; Masson, Mimi; Spiliotopoulos, Valia; Wernicke, Meike
  • Thumbnail Image
    Item
    Le développement du vocabulaire et les questions ouvertes pour favoriser la communication orale en mathématiques
    (Association canadienne des professionnels de l'immersion, 2023) Culligan, Karla
    Les enseignants de mathématiques en immersion française ont un double intérêt à soutenir la communication orale des élèves en classe, car elle est importante non seulement pour approfondir la compréhension des concepts mathématiques, mais aussi pour un apprentissage efficace de la langue seconde. C’est pourquoi nous examinerons deux stratégies gagnantes pour la favoriser dans la classe de mathématiques en immersion : le développement du vocabulaire et l’utilisation de questions ouvertes. Ces stratégies s’appliquent à différents niveaux d’enseignement, mais nous porterons une attention particulière à la manière dont ils pourraient fonctionner au niveau secondaire, où la communication orale (en particulier l’interaction) est souvent plus difficile à encourager dans la classe de mathématiques.
  • Thumbnail Image
    Item
    Supporting beginning FSL teachers: considerations for administrators
    (Association canadienne des professionnels de l'immersion, 2021) Culligan, Karla; Kristmanson, Paula
    This article is based on preliminary data collected from focus groups with beginning FSL teachers as part of a larger pan-Canadian teacher education project entitled Identifying Requirements and Gaps in French as a Second Language (FSL) Teacher Education: Recommendations and Guidelines. We felt that the insights and reflections of these beginning teachers from the Atlantic region highlight important issues that may be of interest to administrators whose work it is to support beginning FSL teachers. The insights shared in this article revolve around three project themes: language proficiency, pedagogical knowledge, and mentorship. The experiences, both positive and otherwise, shared by these beginning teachers form the basis of the discussion, which includes considerations for administrators. These beginning FSL teacher experiences, although not generalizable, may resonate with many people working in this field and may be an excellent springboard for initiatives, formal and informal, that administrators could implement to support FSL teachers working in their schools.
  • Thumbnail Image
    Item
    The relationship between language and thought: Exploring Vygotsky and sociocultural approaches to second language research.
    (University of New Brunswick, 2013) Culligan, Karla
    This article introduces Vygotsky’s sociocultural approach to mind by reviewing two key interrelated themes taken from his work, namely, the social nature and origins of individual higher mental functions and the role of cultural tools as mediational means. Particular attention is given to language throughout the discussion, as language was of primary concern to Vygotsky and it also provides the link to second language research. Ways of viewing second language learning through a sociocultural lens are considered, with emphasis on a broadened view of the zone of proximal development and the notion of collaborative dialogue. The article points toward ways in which sociocultural approaches offer new and expanded methods of conducting and interpreting research in second language education.