Multilingualism and Mathematics Education

Amanda Crossett
Ithaca College














MULTILINGUALISM AND MATHEMATICS EDUCATION 2
Multilingualism and Mathematics Education
More than half of the worlds population is multilingual and that number
continues to rise (Barwell, Barton, & Setati, 2006). Thus, scholars in education are
focused on the relationship between multilingualism and education, including
mathematics education. Some experts recommend examining the language of
mathematics, or more specifically the language teachers use and the language they
should use. Other scholars ask teachers to consider the outcomes of using particular
resources and assessments in the math education of multilingual students (Barwell et
al., 2006).
Language Competency and Mathematics Assessments
The work of Jim Cummins is often referred to in studies related to
multilingualism and mathematics education. He suggests competence in the first
language (L1) for bilingual students is as significant as proficiency in the second
language (L2) in which school teaching takes place (Clarkson & Galbraith, 1992). One
study of sixth grade students in Papa New Guinea supported Cummins threshold
theory. Results from three mathematics tests showed students with lower language
competencies, in both Pidgin (L1) and English (L2), performed lower on mathematic
assessments than students with stronger competence in either or both L1 and L2 (1992).
This study demonstrates the importance of students continuing to develop their
first language, even if their second language is the one used at school. Teachers should
encourage families to use their first language at home. Although bilingual education is
controversial, Cummins theory and other research shows the benefits not only to
mathematics, but also to education in general. Psycholinguistic research shows
bilingualism may result in particular cognitive benefits for students (Barwell et al.,
2006). When students are able to switch between their languages, they have access to
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additional or alternate meanings and relationships (Barwell et al., 2006). This is
especially helpful when learning mathematics, a subject rich with complex problems
and comparisons (Wright & Li, 2007).
Language competency is not the only consideration, but it is a vital factor for
success in mathematics achievement (Barwell et al., 2006). For example, in the United
States, students who are learning English as an additional language (ELLs) face
potential challenges when taking standardized tests. According to the No Child Left
Behind Act of 2001, ELLs are required to take the standardized math test required by
their state in English. There is a high correlation between English reading ability and
performance on math tests given in English (Wright & Li, 2007). Reasonable
accommodations can be made, but states seldom offer alternative options due to
practicality issues. Even if ELLs are tested in their native language, they will likely not
understand the mathematical concepts because they were not taught in their native
language (Wright & Li, 2007).
This raises implications for teaching English language learners in the United
States. A significant misconception is the belief that of all the academic subject areas,
math is the least challenging in terms of linguistics for ELLs (Wright & Li, 2007). In
contrary, research shows the specific academic language and syntax used in math often
cause confusion among ELLs. It is difficult for these particular students to understand
the relationships between words and symbols used in mathematics because a one-to-
one translation usually does not exist (Wright & Li, 2007).
Effective Mathematics Pedagogies for Multilingual Students
Mathematics educators must be creative and proactive in teaching ELLs.
Research has uncovered some effective pedagogical strategies. A study performed in
Swedish schools explored factors contributing to success in mathematics (Bengtsson,
MULTILINGUALISM AND MATHEMATICS EDUCATION 4
2012). Through the use of interviews and field notes, the researchers discovered a
linguistic approach to mathematics that also incorporated visual and practical
experiences to demonstrate concepts. The students were comfortable verbalizing their
understanding of math in their first language. They were not simply lectured to in the
language used in the school (Bengtsson, 2012). Through the use of visual and practical
experiences, the students observed concepts being modeled instead of depending on
text from a book. In these innovative Swedish schools, the ideas started in simple,
familiar formats, then moved toward more abstract formats (Bengtsson, 2012).
An analysis conducted in Colorado involved five Spanish speaking students and
a teaching assistant (Demski, 2009). The students were recommended for extra support
from the teaching assistant because of their poor math skills. The teaching assistant had
the children use a web-based tutoring program to improve their algebraic skills. By the
end of the year, the students had a firm understanding of concepts important to algebra.
They also became knowledgeable about English computer and math terminology.
Although the teaching assistant attributed the students success to the computer
program, a professor of mathematics education at the University of California-Santa
Cruz pointed out the important role the teaching assistant played. As a bilingual
educator, she acted as a liaison between the computer program and the students
(Demski, 2009).
Summary
Clearly, it is beneficial to incorporate each students first language into his or her
mathematics education. It is essential to be accepting of the students first language and
promote the use of it during school. Bilingual educators facilitate student access to and
use of both their L1 and L2 to grasp mathematical concepts. Computer programs are
also an efficient way to integrate multiple languages in the presentation of
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mathematical concepts. Not only do students enjoy using technology in the classroom,
they also become more enthusiastic about performing math because programs are
tailored to their needs. It is evident that language plays an important role in how
students learn mathematics. Although there are challenges in educating students who
speak more than one language, multilingualism should be viewed and used as a
resource for teaching and learning mathematics (Barwell et al., 2006).



















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References
Barwell, R., Barton, B., & Setati, M. (2006). Multilingual issues in mathematics
education: Introduction. Educational Studies in Mathematics, 64(2), 113-119.
Bengtsson, M. (2012). Mathematics and multilingualism Where immigrant pupils
succeed. Acta Didactica Napocensia, 5(4).
Clarkson, P., & Galbraith, P. (1992). Bilingualism and mathematics learning: Another
perspective. Journal for Research in Mathematics Education, 23(1), 34-44.
Demski, J. (2009). Learning to speak math. T.H.E. Journal, 36(8).
Wright, W., & Li, X. (2008). High-stakes math tests: How No Child Left Behind leaves
newcomer English language learners behind. Springer Science+Business Media
B.V. doi:10.1007/s10993-008-9099-2