SURVEY OF NATIVE ENGLISH SPEAKERS AND SPANISH-SPEAKING ENGLISH LANGUAGE LEARNERS IN TERTIARY INTRODUCTORY STATISTICS

Authors

  • LAWRENCE M. LESSER The University of Texas at El Paso
  • AMY E. WAGLER The University of Texas at El Paso
  • ALBERTO ESQUINCA The University of Texas at El Paso
  • M. GUADALUPE VALENZUELA El Paso Community College

DOI:

https://doi.org/10.52041/serj.v12i2.302

Keywords:

Statistics education research, Register, Context

Abstract

The framework of linguistic register and case study research on Spanish-speaking English language learners (ELLs) learning statistics informed the construction of a quantitative instrument, the Communication, Language, And Statistics Survey (CLASS). CLASS aims to assess whether ELLs and non-ELLs approach the learning of statistics differently with respect to the distinctive linguistic features of the field of statistics and with respect to language resources they bring to the class. The CLASS was administered to all (n = 137) students in an introductory statistics literacy course at a university with a majority Mexican-American student body. Findings suggest ELLs often have distinctive patterns in how they experience aspects of statistics instruction (e.g., wait time) as well as movement between mathematics/statistics and everyday registers.

First published November 2013 at Statistics Education Research Journal Archives

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Published

2013-11-29

Issue

Vol. 12 No. 2 (2013)

Section

Regular Articles