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This list
makes no attempt at being exhaustive. It contains a few titles of
articles and books which might be useful when starting to teach mathematics in a foreign language.
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IGEN (2005), L’enseignement des mathématiques en
langue étrangère.
[http://maths.ac-creteil.fr/spip/IMG/pdf/DNL_math.pdf]
The first part of this
work document is also available in English and the other partner
languages
(CZ
– DE
– DK
– IT)
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Alwood, J. (2001). Cooperation
and flexibility in multimodal communication. In: Bunt, H. and Beun, R.
J. (eds.), CME’98 LNAI 2155, pp. 113-124. Berlin-Heidelberg: Springer-Verlag.
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Barton, B. (2008). The
Language of Mathematics: Telling Mathematical Tales. Berlin-Heidelberg: Springer-Verlag.
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Barwell, R. (Ed.) (2005). Critical
Issues for Language and Content in Mainstream Classrooms. Special issue
of Linguistics and Education.
16(2) 143-150.
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Bialystok, E. (1991). Achieving
Proficiency in a Second Language: A Processing Approach, in (eds.),
Phillipson,
R., E. Kellerman, L. Selinker, M. Sharwood-Smith &
M. Swain Language Pedagogy Research - A
Commemorative Volume for Claus Faerch, Multilingual Matters.
63-78, Clevedon.
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Bowers,
M.L. and Ellerton, N.F. (2004). Language and belief
factors in learning and teaching mathematics and physics. In: Meeting
of the North American Chapter of IGPME. [http://www.allacademic.com/meta/p_mla_apa_research_citation/1/1/7/6/4/p117642_index.html]
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Cazden, C. (1988). Classroom discourse: the language of
teaching and learning.
Portsmouth, NH: Heinemann.
-
Crandall, J. A.
(1998). Collaborate and Cooperate. Teacher Education For Integrating
Language and Content Instruction. English
Teaching Forum.
Vol 36.
-
Cummins, J. (1979).
Cognitive/academic language proficiency, linguistic interdependence,
the optimum age question and some other matters. Working Papers on Bilingualism, 19: 121-129.
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Ellerton, N.,
& Clarkson, P. (1996). Language factors in mathematics teaching
and learning. In A. Bishop, K., Clements, C. Keitel, J. Kilpatrick
& C. Laborde (Eds.), International
handbook of mathematics education (pp.987-1033). Dordrecht: Kluwer.
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Ellis, R. (1994). The study of second language
acquisition. Oxford:
Oxford University Press.
-
Frühauf
G., Coyle D. and Christ I. (eds.)
(1996). Teaching content in a foreign language.
Practice and perspectives
in European bilingual education. Alkmaar:
European Platform for Dutch Education.
-
Gairns, R. and
Redman, S. (1986). Working
with Words.
Cambridge: Cambridge University Press.
-
Gardner, H. (1993).
Multiple
Intelligences: The Theory in Practice. New York: The Perseus Books
Group.
-
Gardner, H. (2006).
Multiple
Intelligences: New Horizons in Theory and Practice. New York: The Perseus Books
Group.
-
Gonzalez, V.
(1999). Language
and Cognitive Development in Second language Learning. Boston: Allyn and Bacon.
-
Gower, R.,
Phillips, D. and Walters, S. (1995). Teaching
Practice Handbook.
Oxford: Heinemann.
-
Halliday, M.A.K. and Martin J.R. (1993). Writing
science: literacy and discoursive power. Washington: The
Falmer Press.
-
Heringer, H.J. (2004). Interkulturelle
Kommunikation. Tübingen.
-
Hutchinson, T. and Waters, A. (1987). English
for specific purposes. A learning-centred approach.
Cambridge: Cambridge University Press.
-
Krashen, S. (1977).
The Monitor Model for second language performance. In: Burt, M., Dulay,
H. and Finocchario, M.
(eds.), Viewpoints on English ad a second
language. New
York: Regents.
-
Langé, G. (2002). TIE-CLIL Professional Development
Course. MIUR Direzione Regionale della Lombardia on
behalf of the TIE-CLIL Project.
-
Long, M. H. (1996).
The role of the linguistic environment in second language acquisition.
In: Ritchie, W.C. and Bhatia, T.K. (eds.), Handbook of second language
acquisition, pp.
413-468. San Diego: Academic Press.
-
Long, M., and Sato, C. (1983). Classroom foreign
talk discourse: Forms and functions of teachers’ questions. In:
Seliger, H.W. and Long, M.H., Classroom Oriented Research in
Language Learning, pp. 268-285.
Rowley, MA: Newbury House.
-
Martin, J.R. and
Veel, R. (eds.) (1998). Reading Science: Critical and
Functional Perspectives on discourses of science. London: Routledge.
-
Musumeci,
D. (1996). Teacher-learner negotiation in content-based instruction:
Communication at cross-purposes? Applied
Linguistics, 17(3), 286-325.
-
McLaughlin, B.
(1987). Theories
of Second Language Learning.
London, New York: Edward Arnold.
-
Mohan, B. (1986). Language
and Content.
Reading, MA: Addison Wesley.
-
Nation, I. S. P.
(1990). Teaching
and Learning Vocabulary.
Boston: Heinle and Heinle Publishers.
-
OECD,
Pisa 2006 – Science competences for
tomorrow’s world, vol. I – Analysis. Paris:
OECD, 2007. [http://www.oecd.org/dataoecd/30/17/39703267.pdf]
-
O’Halloran, K.L.
(2004). Mathematical Discourse. London: Continuum.
-
O'Malley M. and Chamot A.U. (1990). Learner
Strategies in Second Language Acquisition. Cambridge:
Cambridge University Press.
-
Oxford, R. (1990). Language learning strategies: What
every teacher should know.
Boston: Heinle & Heinle.
-
Richards, J. and Schmidt, R. (1993). Language
and Communication, Longman, London.
-
Schön, D. A.
(1987). Educating
the reflective practitioner.
San Francisco, CA: Jossey-Bass Inc., Publishers.
-
Snow, M. and Brinton (eds.) (1997). The Content-Based Classroom:
Perspectives on Integrating Language and Content. Longman.
-
Swain, M. (1996).
Integrating language and content in immersion classrooms: research
perspectives. Canadian
Modern Language Review,
4, 529-548.
-
UNESCO
Education Sector (2004). The Plurality of Literacy and its
implications for Policies and Programs: Position Paper. Paris: UNESCO. p. 13,
citing a international expert meeting in June 2003. [http://unesdoc.unesco.org/images/0013/001362/136246e.pdf]
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Vygotsky,
L .S. (1962, 1986). Thought
and Language. Cambridge, M.A.: MIT Press.
-
Vygotsky,
L.S. (1978). Mind in Society Cambridge, Mass: MIT Press.
