From language policies to classroom practice: case studies of mathematics teaching in three rural secondary schools in Wales

Jones, David Hugh (2013). From language policies to classroom practice: case studies of mathematics teaching in three rural secondary schools in Wales. University of Birmingham. M.Phil.

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Abstract

In this study, I consider the approaches adopted by rural secondary schools in Wales in the teaching of mathematics through the medium of Welsh during the latter part of the twentieth century and the first decade of the twenty first century. The policy context of Welsh medium mathematics development is based on a range of documents from Welsh language schemes submitted approval to a central body, to inspection reports of schools.

This account of the policy context is followed by an analysis of how mathematics is being taught and learned in the classroom. The schools I approached were in two contrasting Local Education Authorities where the social linguistic and policy conditions varied substantially. In conducting the school-based research I adopted different research methods, which included semi-structured interviews with teachers in three schools, and subsequently classroom observation in two of those schools combined with classroom audio recordings of three types of classes, Welsh medium, bilingual and English medium classes.

The findings of this study have consequences for language-in-education policy in Wales. By focusing on the teacher discourse, linguistic markers, teacher encouragement and use of standardized terms used in all classrooms, a more inclusive and participatory climate can be created.

Type of Work:

Thesis (Masters by Research > M.Phil.)

Award Type:

Masters by Research > M.Phil.

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