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ENGLISH LANGUAGE LEARNERS IN INTRODUCTORY STATISTICS: LESSONS LEARNED FROM AN EXPLORATORY CASE STUDY OF TWO PRE-SERVICE TEACHERS.

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Title: ENGLISH LANGUAGE LEARNERS IN INTRODUCTORY STATISTICS: LESSONS LEARNED FROM AN EXPLORATORY CASE STUDY OF TWO PRE-SERVICE TEACHERS.
Authors: LESSER, LAWRENCE M.1 Lesser@utep.edu, WINSOR, MATTHEW S.2 mwinsor@ilstu.edu
Source: Statistics Education Research Journal. 2009, Vol. 8 Issue 2, p5-32. 28p. 3 Charts.
Subject Terms: *English language education in universities & colleges, *College curriculum, *College students, *Case method (Teaching), *Education research
Geographic Terms: United States
Abstract: Despite the rapidly growing population of English language learners in U.S. colleges and schools, very little research has focused on understanding the challenges of English language learners specifically in statistics education. At a university near the United States-México border, the authors conducted an exploratory qualitative case study of issues of language in learning statistics for pre-service teachers whose first (and stronger) language is Spanish. The two strongest findings that emerged from cross-case analysis of the interviews were the importance of the role of context (the setting in which information is communicated) and the confusion among registers (subsets of language). This paper overviews and synthesizes relevant literature and offers resources and recommendations for teaching and future research. [ABSTRACT FROM AUTHOR]
Copyright of Statistics Education Research Journal is the property of International Association for Statistics Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Despite the rapidly growing population of English language learners in U.S. colleges and schools, very little research has focused on understanding the challenges of English language learners specifically in statistics education. At a university near the United States-México border, the authors conducted an exploratory qualitative case study of issues of language in learning statistics for pre-service teachers whose first (and stronger) language is Spanish. The two strongest findings that emerged from cross-case analysis of the interviews were the importance of the role of context (the setting in which information is communicated) and the confusion among registers (subsets of language). This paper overviews and synthesizes relevant literature and offers resources and recommendations for teaching and future research. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Statistics Education Research Journal is the property of International Association for Statistics Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: College curriculum
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      – TitleFull: ENGLISH LANGUAGE LEARNERS IN INTRODUCTORY STATISTICS: LESSONS LEARNED FROM AN EXPLORATORY CASE STUDY OF TWO PRE-SERVICE TEACHERS.
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