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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
The Sentence Analyser was piloted by the children and staff in the EAL Hub at Lea Forest Academy in the autumn term of 2018. Over the following two terms, the children and staff used it in a variety of ways to support a widening of the children's vocabulary. The EAL Hub children's morphology skills were tracked, alongside a control group.
What did the data show? What did the staff think? Was the resource beneficial enough to become embedded? Let's find out!
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.
Studies have found that learning a skill yourself, and then applying it, not only brings immense personal satisfaction (among other valuable benefits), but also leads to greater achievement. It’s an important part of an enquiry-based curriculum.
Personal satisfaction can be achieved through learning that is personalised and by promoting a growth mindset. Carol Dweck, professor of psychology at Stanford University, explains simply how achievement and success can be perceived: