Purposefully Relating Multilingual Registers: Building Theory and Teaching Strategies for Bilingual Learners Based on an Integration of Three Traditions

Abstract

Starting from revisiting three traditions of reflecting on linguistic transitions between registers and representations, we suggest the integrated approach of purposefully relating registers. The result is likely to enhance language-sensitive teaching strategies in multilingual classrooms that aim at conceptual understanding. Two empirical snapshots from design experiments illustrate this potential for teaching and learning mathematics. These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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