Session Information
24 SES 11, Mathematics and Language
Paper Session
Contribution
A characteristic feature of the Irish primary (approx. ages 5- 12) and post-primary (approx. ages 12-18) school systems is that the curriculum can be mediated in either Irish or English. Previous studies in the Irish context demonstrate that a significant relationship exists between performance on mathematical word problems and language proficiency, with bilingual students with high proficiency in both languages (Irish and English) performing better mathematically (Ní Ríordáin & O’ Donoghue, 2009). National testing in mathematics and English at primary level reveals that students in Irish-medium primary education perform the same or better than students in all-English medium education in both mathematics and English (Gilleece et al., 2012). However, there is a lack of research investigating practices in Irish-medium education and the bilingual context (Gilleece et al., 2012).
The specific role of language in the teaching and learning of mathematics in bilingual contexts is well documented (Barwell, Barton & Setati, 2007). There has been a move towards a non-deficit view of bilingualism utilising a language-as-resource orientation (e.g. Moskovich, 2007; Planas & Civil, 2013). Adopting a language-as-resource orientation considers linguistic and cultural possibilities and challenges as learning opportunities (Planas, 2014). Consistent with Planas and Civil (2013), language-as-resource is conceived as a core value to help structure learning opportunities through a joint focus on both mathematics and language, and supporting the learning of both, at a classroom level. There is no doubt that it is difficult and challenging to teach in classrooms containing bi-/multi-lingual learners (e.g. Setai, 2005). However, other research has demonstrated that bilingualism can be beneficial for mathematics learning (e.g. Swain, 1996; Ní Ríordáin & O’ Donoghue, 2009). Adopting language-as-resource orientation in practice may help overcome challenges and enhance mathematics teaching and learning, while exploiting the benefits of bilingualism for students. However, this is dependent on teacher practices in the bilingual classroom.
Moschkovich (2007) accentuates the importance of developing bilingual students’ ability to communicate mathematically through concentrating on the resources that students use to communicate mathematically and building on these. Similarly, Khisty and Chval (2002) examine the role of teacher talk and how it affects bilingual students’ learning in the mathematics classroom, emphasising the critical role of the teacher in the communication process, which is central to mathematics learning. Specific strategies include: intentional use of a teacher’s mathematical talk in the classroom environment; viewing speaking mathematically as being central to the learning of mathematics; emphasising students using complete statements; utilising mathematical words in teacher talk; emphasising students utilising and knowing the meaning of key words/concepts; and accentuating that communication is more than just words and form (Khisty and Chval, 2002, p.17). Core to Musanti et al.’s (2009) research is the importance of teachers understanding how their instruction is influenced by the role of language, and accordingly impacts on developing their students’ mathematical thinking. They recommend providing bilingual students with opportunities to solve contextualised mathematics problems, to communicate their solutions and to represent their thinking. Norén (2011) demonstrates the importance of employing language, culture, values and habits in opportunities of learning for enhancing bilingual students’ mathematical identity. Planas and Civil (2013) argue for the flexible use of bilingual students’ languages in order to support their mathematical and personal development. Therefore, utilising language-as-resource in bilingual settings requires a specific orientation and practices by the teacher. Accordingly, this research addresses the following question: Are Irish-medium primary teachers active in taking advantage of the potential of bilingualism through utilising language-as-resource in mathematics teaching?
Method
Expected Outcomes
References
Barwell, R., Barton, B. & Setati, M. (2007). Multilingual issues in mathematics education: Introduction. Educational Studies in Mathematics, 64(2), 113-119. Gilleece, L., Shiel, G., Clerkin, A., & Millar, D. (2012). The 2010 National Assessments of English Reading and Mathematics in Irish-Medium Schools. Dublin: Education Research Centre. Khisty, L. L., & Chval, K. (2002). Pedagogic discource and equity in mathematics: When teachers’ talk matters. Mathematics Education Research Journal, 14(3), 154-168. Miles, B. M. & Huberman, A. M. (1994). Qualitative data analysis: An expanded source book. Thousand Oaks: Sage Publications. Moschkovich, J. (2007). Using two languages when learning mathematics. Educational Studies in Mathematics, 64(2), 121-144. Musanti, S. I., Celedón-Pattichis, S., & Marshall, M. E. (2009). Reflections on language and mathematics problem solving: A case study of a bilingual first-grade teacher. Bilingual Research Journal, 32(1), 25-41. Ní Ríordáin, M. & O’ Donoghue, J. (2009). The relationship between performance on mathematical word problems and language proficiency for students learning through the medium of Irish. Educational Studies in Mathematics, 71(1), 43-64. Norén, E. (2011). Students’ mathematical identity formations in a Swedish multilingual mathematics classroom. Nordic Studies in Mathematics Education, 16(1-2), 95-113. Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66. Planas, N. & Civil, M. (2013). Language-as-resource and language-as-political: Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378. Setati, M. (2005). Teaching mathematics in a primary multilingual classroom. Journal for Research in mathematics Education, 36(5), 447-466. Swain, M. (1996). Discovering successful second language teaching strategies and practices: From programme evaluation to classroom experimentation. Journal of Multilingual Multicultural Development, 17(2), 89-113.
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