{"id":{"repo_id":"london-metro","oai_identifier":"oai:repository.londonmet.ac.uk:8263"},"canonical_url":"https://search.dev.ndltd.org/etd/london-metro/oai:repository.londonmet.ac.uk:8263","repository":{"repo_id":"london-metro","name":"London Metropolitan University","base_url":"https://repository.londonmet.ac.uk/cgi/oai2"},"display":{"title":"Learning mathematics in a Turkish-English bilingual after school club","abstract":"This thesis presents an investigation of a bilingual Turkish/English after school club in a UK secondary school. It investigates and analyses bilingual/multilingual students’ naturally occurring language use during classroom activities and explores students’ strategies while tackling mathematical tasks. It examines how learners construct a collaborative bilingual learning environment and form a community of practice. The study is set in a large mixed comprehensive school in North London where approximately 30% of students are from Turkish speaking backgrounds. Turkish speakers form one of the four largest cthno-linguistic groups in England. The following major strategies emerged from my analysis: translanguaging, activating prior knowledge, employing play frames and learning in a social context. I discovered that translanguaging allowed students to access their own cultural and linguistic repertoire. They worked through mathematical tasks by activating prior knowledge, often using playful language. Through collaborative learning in a social context, they formed a bilingual community of practice. As a result of employing these strategies, mathematical understanding was enhanced, students performed better with improved self-confidence and mathematical problem solving was aided.","abstract_html":"This thesis presents an investigation of a bilingual Turkish/English after school club in a UK secondary school. It investigates and analyses bilingual/multilingual students’ naturally occurring language use during classroom activities and explores students’ strategies while tackling mathematical tasks. It examines how learners construct a collaborative bilingual learning environment and form a community of practice. The study is set in a large mixed comprehensive school in North London where approximately 30% of students are from Turkish speaking backgrounds. Turkish speakers form one of the four largest cthno-linguistic groups in England. The following major strategies emerged from my analysis: translanguaging, activating prior knowledge, employing play frames and learning in a social context. I discovered that translanguaging allowed students to access their own cultural and linguistic repertoire. They worked through mathematical tasks by activating prior knowledge, often using playful language. Through collaborative learning in a social context, they formed a bilingual community of practice. As a result of employing these strategies, mathematical understanding was enhanced, students performed better with improved self-confidence and mathematical problem solving was aided.","abstract_has_math":false,"creators":["Ürkmez, Ayşe Serpil"],"institution":"London Metropolitan University","degree_name":"phd","degree_level":"doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018","date_published":"2018","updated_at":"2026-07-24T02:54:44Z","subjects":["300 Social sciences","370 Education","410 Linguistics"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.grantnumber","label":"Dc Identifier Grantnumber","values":["N/A"],"render_values":[{"text":"N/A","href":null,"code":true}]}]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.sponsor","label":"Sponsor","values":["London Metropolitan University"]},{"key":"dc:creator","label":"Author","values":["Ürkmez, Ayşe Serpil"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2018"]},{"key":"dc:date.issued","label":"Date","values":["2018"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Social Sciences - to June 2021","School of Social Sciences"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["London Metropolitan University"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://repository.londonmet.ac.uk/8263/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["phd"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["300 Social sciences","370 Education","410 Linguistics"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.grantnumber","label":"Dc Identifier Grantnumber","values":["N/A"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://repository.londonmet.ac.uk/8263/1/851170.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This thesis presents an investigation of a bilingual Turkish/English after school club in a UK secondary school. 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As a result of employing these strategies, mathematical understanding was enhanced, students performed better with improved self-confidence and mathematical problem solving was aided."]},{"key":"dc:format","label":"Dc Format","values":["text"]},{"key":"dc:title","label":"Title","values":["Learning mathematics in a Turkish-English bilingual after school club"]}]}],"canonical_facts":{"dc:contributor.sponsor":["London Metropolitan University"],"dc:creator":["Ürkmez, Ayşe Serpil"],"dc:date":["2018"],"dc:date.issued":["2018"],"dc:description.abstract":["This thesis presents an investigation of a bilingual Turkish/English after school club in a UK secondary school. It investigates and analyses bilingual/multilingual students’ naturally occurring language use during classroom activities and explores students’ strategies while tackling mathematical tasks. It examines how learners construct a collaborative bilingual learning environment and form a community of practice. The study is set in a large mixed comprehensive school in North London where approximately 30% of students are from Turkish speaking backgrounds. Turkish speakers form one of the four largest cthno-linguistic groups in England. The following major strategies emerged from my analysis: translanguaging, activating prior knowledge, employing play frames and learning in a social context. I discovered that translanguaging allowed students to access their own cultural and linguistic repertoire. They worked through mathematical tasks by activating prior knowledge, often using playful language. Through collaborative learning in a social context, they formed a bilingual community of practice. 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