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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
Learners with speech and language difficulties may find it difficult to order and sequence their ideas with a clear beginning, middle and end.
Tip or Idea: Ask your learner to tell you about something funny or exciting that they have done. Real life experiences may make it easier for them to describe.
Learning Village resource: Use the Adventure story dilemma flashcards and have fun making up a story together! You can add additional flashcards for settings and characters too!
A wide reading programme is promoted as a key vehicle for learners of English as an additional language (EAL) to improve their English language skills and become successful readers in English. Typically, such a programme involves learners being exposed to an extensive variety of reading materials both as independent readers and in structured sessions facilitated by a teacher or teaching assistant.
What could be more powerful for parents than being provided with information, skills, resources and tools to support them as a family unit and educators for their children?
Educational programmes or sessions for parents to enhance their knowledge and strategies so that they can contribute to their children’s wellbeing are being offered as parent workshops by schools, community centres, libraries or other institutions with a focus on family support.