Abstract
In this chapter, we introduce Uri (pseudonym) elementary school in South Korea, which has a high population of multicultural students and runs various programs to support various multicultural students, including those from immigrant families and those from international marriage families. The available classes for KLLs, as well as the various language support programs in this school are described in detail, followed by a description of one first-grade mathematics class and one fourth-grade mathematics class, both led by experienced teachers who had not received any content-specific KLL-related training. A brief sketch of the mathematics classrooms and instructions is described first, then an in-depth teacher interview that is followed by our interpretation and analysis based on the conceptual framework described in Chap. 3.
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I, J., Chang, H., Son, JW. (2019). Case Study: Mathematics Lessons with KLLs at Uri Elementary School. In: Rethinking the Teaching Mathematics for Emergent Bilinguals. Mathematics Education – An Asian Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-15-0966-7_7
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DOI: https://doi.org/10.1007/978-981-15-0966-7_7
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