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The codification Language Barrier (Figure 4) depicts a maths lesson familiar to the students. To the left, three students are busily cutting coupons out of a supermarket flyer. These students are on task, helping each other and contributing to the shared goal of completing their task. To the right, one student sits apart from the others, head down and silent. She is not doing anything observable, which sets her apart from the others. This codification instigates discussion around friendship, communication, language barriers, and awareness of others.

Figure 4 The codification Language Barrier (Figure 4) depicts a maths lesson familiar to the students. To the left, three students are busily cutting coupons out of a supermarket flyer. These students are on task, helping each other and contributing to the shared goal of completing their task. To the right, one student sits apart from the others, head down and silent. She is not doing anything observable, which sets her apart from the others. This codification instigates discussion around friendship, communication, language barriers, and awareness of others.

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blocks and draw it in their completing their workboo a pile of blocks on her des students watch her. This c books. In this codification, three students are k while one student has her book closed, and k, which she is connecting while the other odification enables multiple perspectives and interpretations of how student task completion and engagement are seen by the students. For exam ple, was she ‘playing’ with the blocks or doing her own task set by the teacher? Discussion topics of good girl and bad girl were instigated by this cod ification.
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