Rigoni, Anthony (2015) A synthesis of linguistic and semiotic structures that create problems for adult-CALD bilingual learners when decoding and learning M2 (Mathematics in English as an Additional Language). [Thesis (PhD/Research)]
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Text (Whole Thesis)
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Abstract
This study employs linguistics and semiotic science, and interpretive and synthetic logics to synthesise the problem of teaching and researching adult-CALD bilingual
learners when decoding and learning M2 (Mathematics in English as an Additional Language). The findings identify the philosophical and structural conventions, and
bilingual decoding and learning behaviours that emerge and create problems when decoding and learning M2 in a cross-cultural, linguistic, and semiotic context. The
thesis advocates (1) structural and language-based teaching strategies and (2) poststructuralists’ interpretive and synthetic logics to address the complex languagelearning
problem.
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Statistics for this ePrint Item |
| Item Type: | Thesis (PhD/Research) |
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| Item Status: | Live Archive |
| Additional Information: | Doctor of Education (EdD) thesis. |
| Faculty/School / Institute/Centre: | Current - Faculty of Business, Education, Law and Arts - No Department |
| Supervisors: | O'Neill, Shirley |
| Date Deposited: | 06 Jan 2016 06:43 |
| Last Modified: | 06 Jan 2016 06:43 |
| Uncontrolled Keywords: | linguistics, semiotics, codes, culture, language, education, bilingual, interpretive, synthetic, mathematics, structural and language-based teaching, poststructuralism |
| Fields of Research : | 13 Education > 1302 Curriculum and Pedagogy > 130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Maori) 13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy |
| URI: | http://eprints.usq.edu.au/id/eprint/28283 |
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