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It is often easier for learners who are new to English to cope with the arithmetic areas of the mathematics curriculum, rather than with problem-solving activities, as the former require the use of less English. It is important that children learning EAL are familiar with and able to use mathematical language to achieve their potential in all areas of the subject. This article aims to highlight some areas that should be considered and offer some recommendations for support.
Some pupils may find it difficult to settle and begin to learn as they adjust to a new country and a new school – for example, to the weather, food, clothing, teaching styles, classroom organisations and English accents. They may therefore benefit from a settling-in period. This could be enhanced by the provision of a welcoming environment that reflects the pupils’ language and culture.
Some pupils may also need to adjust to formal schooling. In some rural areas worldwide, less emphasis may be placed on the formal education of girls and some girls may thus arrive in schools with little experience of formal schooling. Some refugee and asylum-seeking children may have had no, little or interrupted education and may experience some difficulties settling in the classroom.
Pupils learning EAL may come from an education system where the emphasis is on formal mathematics and not on practical problem-solving or on linking mathematics with real life experiences.
Symbols, numerals and recording are not universal and some children may find this confusing at first, as they adjust to their classroom. These differences can be a barrier and prevent children from showing what they can do.
A child learning EAL may appear to be using everyday language well, but may still need to develop the more abstract academic language needed to access the mathematics curriculum. EAL learners may experience difficulties with the following kinds of mathematical language:
In conclusion, an awareness of the needs of children learning EAL, and the provision of the right kind of support, can make teaching and learning a positive experience for both pupils and teachers in the classroom.
Adapted from: Mathematics and English as an additional language: guidance for working with pupils new to English
Original available from: emtas@southglos.gov.uk
Studying mathematics in an English-medium school presents learners of English as an Additional Language (EAL) with a double cognitive whammy as they grapple with learning English and maths at the same time. Understanding maths is more than just knowing how to add and subtract; it also requires learners to use language to make sense of what they are studying, so that they can apply their maths knowledge in real life (Ramirez, 2020; Winsor, 2007). All learners need to be able to discuss their mathematical thinking in order to clarify and embed their understanding of new concepts.
Many researchers agree that note-taking is an important skill, as it facilitates learning from text (Kobayashi 2006, Rahmani and Sadeghi 2011, Wilson 1999). Siegel (2015) iterates that note-taking benefits second learners, as it provides them with an ‘external record’ which they can use for future tasks and review. Furthermore, Dyer, Riley and Yekovich’s 1997 study confirmed the effectiveness of note-taking in enhancing reading skills.
Marking and feedback is a crucial part of any teacher’s workload, and is essential for EAL learners. The importance of good-quality marking and feedback has been evidenced by many academic professionals, notably William & Black (1998) and, more recently, William (2018) and Hattie (2012). Hattie discusses the idea of rigorous approaches to marking and feedback, stating that through assessing learners, teachers themselves learn about their own impact: “As a professional, it is critical to know they impact.