Language Challenges in Mathematics Courses for Non-Native English-speaking Students: A Literature Review

Enas A. Taifour, Mansour Saleh Alabdulaziz

Abstract


This review was particularly relevant as it took place at a time when the number of Saudi students in the United Kingdom (UK)  and most other developed countries had increased dramatically. Such growth called for an understanding of the language difficulties these students were likely to face in coping with the discursive features of mathematics courses. This review responded to this need and provided important information for educators.  Existing knowledge was accessed to determine the relationship between language and mathematical learning and helping non-native English-speaking students. A specific detailed methodology was used to select the chosen studies including four criteria: topic, research base, reliability and validity, and research question. Their findings would enable stakeholders and mathematics teachers to anticipate the language problems for these mathematics students. The study suggested strategies for mathematics teachers that support non-native English-speaking students and made several recommendations for mathematics teachers to improve the experience for such students. It is clear that all students who are non-native English speakers need support to participate in mathematical conversations, and the strategies provided will help to enrich the mathematical learning experience for these students.

https://doi.org/10.26803/ijlter.24.3.35


Keywords


mathematics education, linguistic challenges, non-native English-speaking students, language and mathematics, learning support

Full Text:

PDF

References


Abdullah, Y. (2019). Education reveals the numbers and specialties of students who study on abroad around the world. https://www.okaz.com.sa/article/1709889

Altieri, J. L. (2009). Strengthening connections between elementary classroom mathematics and literacy. Teaching Children Mathematics, 15(6), 346–351. https://doi.org/10.5951/TCM.15.6.0346

Ansaldo, A. I., Marcottea, K., Schererc, L., & Raboyeaua, G. (2008). Language therapy and bilingual aphasia: Clinical implications of psycholinguistic and neuroimaging research. Journal of Neurolinguistics, 21, 539–557. https://doi.org/10.1016/j.jneuroling.2008.02.001

Backhouse, J. (1999). Improving the learning of mathematics. Guildford.

Barton, M. L., & Jordan, D. L. (2001). Teaching reading in science. A supplement to teaching reading in the content areas: If not me, then who? McREL.

Barwell, R., Barton, B., & Setati, M. (2007). Multilingual issues in mathematics education: Introduction. Educational Studies in Mathematics, 64(2), 113–119. https://doi.org/10.1007/s10649-006-9065-x

Barbu, O.C & Beal, C.R (2010). Effects of linguistic complexity and math difficulty on word problem solving by English learners. International Journal of Education, 2(2), 1–19. https://doi.org/10.5296/ije.v2i2.508

Benjamin, A. (2011). Math in plain English, literacy strategies for the mathematics classroom. Eye on Education.

Brown, T. (1997). Mathematics education and language. Kluwer.

Brown, C. L., Cady, J. A., & Taylor, P. M. (2009). Problem solving and the English language learner. Mathematics Teaching in the Middle School, 14(9), 532–539. https://doi.org/10.5951/MTMS.14.9.0532

Buba, M. Z., & Umar, R. T. (2015) Effect of mathematics and English language proficiency on academic performance of business education in financial accounting. ATBU Journal of Science, Technology and Education, 3 (1), 58–67.

Cekiso, M., Tshotsho, B., & Masha, R. (2015) English language proficiency as a predictor of academic achievement among primary English first additional language learners in South Africa. International Journal of Science Education, 9 (3), 325–333.

Chomsky, N. (1975). The logical structure of linguistic theory. Pantheon Books.

Clark, R. (1975). Some aspects of psycholinguistics. In E. Jacobson (Ed.), Interactions between linguistics and mathematical education: Final report of the symposium sponsored by UNESCO, CEDO and ICMI, Nairobi, Kenya, September 1-11,1974. UNESCO.

Driscoll, M. (1983). Research within reach: Secondary school mathematics. National Council of Teachers of Mathematics.

Douady, R. (1997). Didactic engineering. In T. Nunes, & P. Bryant (Eds.), Learning and teaching mathematics: An international perspective. Psychology Press.

Donlan, C., Cowan, R., Newton, E. J., & Lloyd, D. (2007). The role of language in mathematical development: Evidence from children with specific language impairments. Science Direct, 103. 23–33. https://doi.org/10.1016/j.cognition.2006.02.007

Durán, R. P. (1989). Assessment and instruction of at-risk Hispanic students. Exceptional Children, 56, 154–158. https://doi.org/10.1177/0014402 98905600207

Ernest, P. (1994). The dialogical nature of mathematics. In P. Ernest. (Ed.), Mathematics, education and philosophy: An international perspective. The Falmer Press.

Eduardo, M., & Saul, I. M. (2013) The effects of English language proficiency and curricular pathways: Latina/os' mathematics achievement in secondary schools. ERIC. 46 (2), 202–219. https://doi.org/10.1080/10665684 .2013.780647

Fang, Z. (2006). The language demands of science reading in middle school. International Journal of Science Education, 28(5), 491–520. https://doi.org/10.1080/09500690500339092.

Fatmanissa, N., Novianti, M.N.R. (2022). Linguistic challenges in solving mathematics word problems: A case of EFL university students. Eighth Southeast Asia Design Research (SEA-DR) & the Second Science, Technology, Education, Arts, Culture, and Humanity (STEACH) International Conference (SEADR-STEACH 2021). https://doi.org/10.2991/assehr.k.211229.003

Gillam, S., Holbrook, S. S., & Westenakow, A. (2016). The language of math: Part of the informational discourse continuum. SIG1, 1(3), 118–127. https://doi.org/10.1044/persp1.SIG1.118

Holton, D., Anderson, J., Thomas, B. & Fletcher,D. (1999). Mathematical problem solving in support of the curriculum? International Journal of Mathematical Education in Science and Technology, 30(3), 351–371. https://doi.org/10. 1080/002073999287888

Kagasi, M. M. (2014). Effects of manipulative instructional resources on children’s performance in number recognition in Likuyani District, Kakamega County, in Kenya (Research project). University of Nairobi, Nairobi: Kenya.

Kontas, H. (2016) The effect of manipulatives on mathematics achievement and attitudes of secondary school students. Journal of Education and Learning, 5 (3), 10–20. https://doi.org/10.5539/jel.v5n3p10

Lavrakas, P.J. (2008). Encyclopedia of survey research methods. SAGE.

Lerman, S. (2001). Cultural, discursive psychology: A sociocultural approach to studying the teaching and learning of mathematics. Educational Studies in Mathematics, 46(1–3), 87–113. https://www.jstor.org/stable/3483241

Lee, J., Lee. Y., & Amaro-Jiménez, C. (2011). Teaching English language learners (ELLs) mathematics in early childhood. Childhood Education, 87(4), 253–260. https ://do i.org /10.1 080/00094056.2011.10523187

Moschkovich, J. (2002). A situated and sociocultural perspective on bilingual mathematics learners. Mathematical Thinking and Learning, 4(2/3), 189–212. https://do i.org/10.1 207 /S1 5327833MTL04023_5

Moschkovich, J. N. (2010). Recommendations for research and on language and mathematics education. Language(s) in learning mathematics: Resources, challenges and issues for research. In J. Moschkovich (Ed.), Language and mathematics education: Multiple perspectives and directions for research (pp. 113–150). Information Age.

Nguyen, H. T., & Cortes, M. (2013). Focus on middle school: Teaching mathematics to ELLs: Practical research-based methods and strategies childhood education. Childhood Education, 89(6), 392–395. http://dx.do i.org/10.10 80/00 09405 6.201 3. 854130

Palinscar, A. (2013). The next generation science standards and the common core state standards: Proposing a happy marriage. Science and Children, 51(1), 10–15. https://doi.org/10.2505/4/sc13_051_01_10

Pirie, S. (1998). Crossing the gulf between thought and symbol: Language as (slippery) stepping-stones. In H. Steinbring, B. Bussi, & A. Sierpienska (Eds.), Language and communication in the mathematics classroom. NCTM.

Planas, N., & Setati-Phakeng (2014). On the process of gaining language as resource in mathematics education. ZDM Mathematics Education, 46, 883–893. https://doi.org/10.1007/s11858-014-0610-2

Rambely, A. S., Ahmad, R. R., Majid, N. M. & Jaaman, S. H. (2013). The relationship of English proficiency and mathematics achievement. (Master’s thesis), University Kebangsaan Malaysia.

Recca, R. M. A. B., & Lasaten, R. C. S. (2016). English language proficiency and academic performance of Philippine Science High School students. International Journal of Languages, Literature and Linguistics, 2(2), 44–49. https://doi.org/10.18178/IJLLL.2016.2.2.65

Rhodes, H., & Feder, M. A. (2014). Literacy for science. Exploring the intersection of the next generation science standards and common core for ELA standards. In B. O. S. Education (Ed.), A workshop summary (p. 124). National Research Council.

Rotman, B. (1993). Ad infinitum. Stanford University Press.

Rubenstein, R. (2000). Word origins: Building communication connections. Mathematics Teaching in the Middle School, 5(8), 493–498. https://doi.org/10.5951/MTMS.5.8.0493

Rubenstein, R., & Thompson, D. R. (2002). Understanding and supporting children’s mathematical vocabulary development. Teaching Children Mathematics, 9(2), 107–112. https://doi.org/10.5951/TCM.9.2.0107

Setati, M. (2005). Mathematics education and language: Policy, research and practice in multilingual South Africa. In R. Vithal, J. Adler, & C. Keitel (Eds.), Researching mathematics education in South Africa. HSRC Press.

Shatnawi, F. (2008). Foundations of mathematics and basic geometric concepts. Dar Al-Masira.

Tippeconnic, J.W. III, & Faircloth, S.C. (2002). Using culturally and linguistically appropriate assessments to ensure that American Indian and Alaska Native students receive the special education programs and services they need. ERIC Digest, EDORC 02–0. Eric Clearinghouse on Rural Education and Small Schools.

Winsor, M. S. (2007). Bridging the language barrier in mathematics. Mathematics Teacher, 101(5), 372–378. https://doi.org/10.5951/MT.101.5.0372

Xi, C., & Yeping, L. (2008). Language proficiency and mathematics learning. School Science & Mathematics, 108(3), 90–93. https://doi.org/10.1111/j.1949-8594.2008.tb17811.x


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493