This paper analyzes, from a glotopolitical perspective, the establishment and functioning of a Spanish-Putonghua bilingual public school in the city of Buenos Aires. This institution and its implementation demonstrate a concern for the educational inclusion of Chinese migrants and their descendants, as well as for the preservation and learning of the immigration language. Throughout this article, we will show how Putonghua is constructed both as a language of instruction and as an "object language" in legal regulations, classes, and in the speeches of officials. We argue that the motivation underlying the creation of this school is the increasing importance that Putonghua has gained globally in recent years. [ABSTRACT FROM AUTHOR]
Moreano, Giovanna, Asmad, Ursula, Cruz, Gustavo, and Cuglievan, Gisele
Subjects
*MATHEMATICS education, *PUBLIC schools, *MATHEMATICS teachers, *QUALITATIVE research
Abstract
This paper is part of a qualitative research study that took place in five public schools of Lima between 2005 and 2007. The goal was to identify teachers' conceptions about teaching and learning in order to understand their pedagogic practice. The sample included 9 sixth grade teachers of primary schools. Results show that traditional pedagogic conceptions are strongly rooted and this is reflected in the pedagogic practice of all teachers. Mathematics teaching is characterized by the following of rules and procedures, the routine practice of exercises, the use of key words and the lack of a significant context for learning. [ABSTRACT FROM AUTHOR]