Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged and at considerable risk of school failure and early dropout.
This is the case in many parts of the world, with dramatic implications in broader societal terms too. While much has been researched on linguistically disadvantaged groups of learners in the disciplinary fields of sociology and general pedagogy, little is known about the classroom teaching of subject content in language-responsive ways for all learners in school. In order to address this gap from the perspective of mathematics content teaching in the secondary school and the professional knowledge to be developed with mathematics teachers, the EsCo Project is aimed at designing and creating a strong collaborative research environment.
EsCo Project collaborative meeting in Halle, Germany, February 2023
Co-Principal Investigators
Professor Kristin Erath, Martin-Luther-Universität Halle-Wittenberg, Germany
Dr Jenni Ingram, University of Oxford, United Kingdom
Professor Núria Planas, Universitat Autònoma de Barcelona, Spain
Collaborators
Dr Sujata Sriram, Tata Institute of Social Sciences, India
Dr Doris Wittek, Martin-Luther-Universität Halle-Wittenberg, Germany
Dr Arindam Bose, Tata Institute of Social Sciences, India
Dr Mercy Kazima, University of Malawi, Malawi
Dr Emilee Sarah Moore De Luca, Universitat Autònoma de Barcelona, Spain
Dr Anthony Essien, University of the Witwatersrand, South Africa
Dr Ann Dowker, University of Oxford, United Kingdom
Dr Fraser Gobede, University of Malawi, Malawi
Professor Frode Rønning, Norwegian University of Science and Technology, Norway
Dr Jim McKinley, University College London, United Kingdom
Research Officers
Kyla Smith, University of Oxford, United Kingdom
Ashley Abbott, University of Oxford, United Kingdom