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Global migration has seen an increase of immigrant second language students in classrooms. This means that these students are learning mathematics in a language other than their first language. This chapter presents mathematics learning experiences of five second language learners using pieced vignettes. The data for this chapter focuses of the language related experiences is extracted from a larger study that explored the lived experiences of immigrant students in their mathematics classroom. The study is framed within a hermeneutic phenomenological lens that enabled understandings and interpretations to develop from the pieced vignettes. The chapter concludes by urging teachers and educators to listen to the voices of the second language learners and consider the implications for practice, and seeing language diversity as a resource.

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From the Voices of Five Immigrant Students

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  • 发表日期：

    2026年

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  • Jyoti Jhagroo

摘要

Global migration has seen an increase of immigrant second language students in classrooms. This means that these students are learning mathematics in a language other than their first language. This chapter presents mathematics learning experiences of five second language learners using pieced vignettes. The data for this chapter focuses of the language related experiences is extracted from a larger study that explored the lived experiences of immigrant students in their mathematics classroom. The study is framed within a hermeneutic phenomenological lens that enabled understandings and interpretations to develop from the pieced vignettes. The chapter concludes by urging teachers and educators to listen to the voices of the second language learners and consider the implications for practice, and seeing language diversity as a resource.