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The language of Maths is often considered a language of its own, and this can sometimes be a difficulty for EAL students when they are learning English. NALDIC explain that if EAL learners are not supported to develop mathematical English, they are less likely to be able to fully-participate in the lesson, which could lead to them not being able to make sufficient progress in the subject. In addition to this, while some consider maths to be a global language, whereby EAL learners will experience little difficulty, it is important to remember that some languages have alternative number scripts with which EAL learners may be more familiar with. Pim (2010) also explains that some countries use mathematical symbols in a different way - for example, a multiplication symbol can look like a decimal point between two numbers, so 2.6 means 2x6. When writing about currency some countries use a comma instead of a full-stop to mark the pennies.
Particularly within the secondary setting, mathematical word problems often present EAL learners with some difficulties. Mertin (2014) gives examples of typical mathematical word problems that EAL learners encounter. These are:
Mertin (2014) goes on to explain that often these types of word problems, include low frequency words such as "provided, construct, visual representation" as well as sentence structures such as the one above "whichever way you feel is the fairest" are confusing. When considering writing word problems it would be better to use the command verbs, which can be found in many other subject areas, such as explain, calculate and write. In addition to this, it would be useful to provide EAL students with a model answer, to see what is expected of them, or some sentence starters to help them answer the question.
For both younger and older students it would also be beneficial to have visuals displayed around the classroom, so the students can understand the mathematical language and become more familiar with it. In addition to this, they can translate the terms into their mother-tongue. These visual cues will help reinforce the language for the learner.
The classroom is a rich environment for learners to have exposure to lots of language. Scott (2012) suggests that teachers should consider the language structures which can be taught within the subject area. For example, if you are teaching the topic of measurements, you would firstly need to make a list of the measurement vocabulary and you can use this as an opportunity to reinforce number learning. You can also bring into the lesson some grammatical links to help the students understand, for example you could provide them with a table as seen below:
Noun | Adjective | Question |
---|---|---|
height | high | How high...? |
length | long | How long...? |
width | wide | How wide...? |
Taken From: Oxford Basics, Cross Curricular Activities, Hana Svecova
In addition to this, you can also provide students with a table to support them with scaffolding their answers, for example:
How | long | is it in | metres? | It's ..... metres | long |
wide | feet and inches? | It's ..... foot/feet ..... inches | wide | ||
high | high |
Taken From: Oxford Basics, Cross Curricular Activities, Hana Svecova
These are just some examples of how EAL learners can be supported with mathematical vocabulary and word problems. Below is a list of some other methods that may be useful when working with EAL learners:
References:
Mertin, Patricia. Breaking through the Language Barrier. N.p.: John Catt Educational, 2013. Print.
Naldic. "Mathematics and EAL." NALDIC | EAL Resources | Mathematics and EAL. N.p., n.d. Web. 21 Dec. 2016.
Pim, Chris. How to Support Children Learning English as an Additional Language. Cambridge: LDA, 2010. Print.
Scott, Caroline. Teaching English as an Additional Language, 5-11: A Whole School Resource File. London: Routledge, 2012. Print
Svecova H (2004) Cross-curricular Activities (Oxford Basics) OUP Oxford
How can you take your EAL department forward to play a part in a whole school development strategy? Over the years, I have found that this can be a real challenge. A plan for a whole-school approach to EAL can have a significant impact, and not only benefits the EAL learners, but the whole school population.
Blair and Bourne (1998) researched some successful schools and identified some common themes with regard to EAL:
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.
While it can be argued that EAL learners have an entitlement to experience a full and varied curriculum through complete class immersion and no withdrawal, some would argue that learners benefit from being withdrawn for time limited support to help them develop their English language in order to assist them in accessing the curriculum (NALDIC, FAQ Podcast, 2017).
If learners are unable to access the lesson content, they can feel frustrated and a sense of failure. Learners need to feel confident and successful.