Is Math Really a "Universal Language"? The EL Experience
The phrase "math is a universal language" is often tossed around, implying that numbers and equations transcend linguistic barriers. While it's true that the symbols and operations of mathematics are globally consistent (2+2=4 everywhere), the language used to teach, learn, and discuss math is anything but universal. For English Learners (ELs), particularly newcomers, mathematics classrooms in the United States present a unique set of linguistic and conceptual challenges that can significantly impact their learning.
The "Universal" Myth vs. Classroom Reality
The universality of mathematical symbols can create a false sense of security. Many assume that if an EL student was proficient in math in their home country, they'll automatically excel here. However, this overlooks the dense linguistic demands embedded in U.S. math instruction:
Academic Math Vocabulary: Words like "sum," "difference," "quotient," "factor," "perimeter," and "variable" are specific to math but often have different meanings in everyday English or are completely new concepts (Schleppegrell, 2007).
Discourse of Math: Explaining reasoning, justifying solutions, interpreting word problems, and understanding teacher instructions all require complex linguistic structures and specific academic vocabulary (Moschkovich, 2007).
Cultural Context: Even the way math problems are presented, the types of examples used, or the preferred problem-solving strategies can differ culturally.
For ELs, it's not just about knowing the numbers; it's about understanding the language of numbers.
What's Easy and What's a Challenge for ELs in Math?
ELs approach math with a mix of advantages and hurdles shaped by their prior schooling and language proficiency.
Potential Strengths and Easier Aspects:
Prior Conceptual Knowledge: Many newcomer ELs arrive with strong foundational math skills and conceptual understanding from their home countries. They might understand the concept of division even if they don't know the word "quotient." This existing knowledge is a huge asset (Garrison & Mora, 2009).
Basic Operations & Numerals: The symbols for numbers (1, 2, 3...) and basic operations (+, -, x, /) are largely universal, allowing for some immediate access to calculations.
Visual-Spatial Skills: Math often involves visual representations, diagrams, and geometric concepts, which can be less language-dependent and leverage visual-spatial strengths.
Significant Challenges:
Word Problems (The "Language Problem"): This is consistently cited as a major barrier. Word problems require strong reading comprehension, the ability to identify key information, understand complex sentence structures, and translate everyday language into mathematical operations (Bernardo, 2005). Homonyms (e.g., "right" for correct vs. direction) and synonyms (e.g., "take away," "subtract," "minus") add to the confusion.
Academic Vocabulary: As mentioned, the specialized vocabulary of math is a significant hurdle. Students might know "circle" but not "circumference" or "diameter."
Abstract Concepts: Discussing theoretical math concepts like "infinity" or "probability" requires high levels of CALP (Cognitive Academic Language Proficiency), which takes ELs years to develop (Cummins, 2000).
Explaining Reasoning: U.S. math curricula increasingly emphasize explaining how a solution was reached, not just what the answer is. Articulating complex reasoning in a new language is profoundly challenging.
Teacher Talk and Peer Interaction: Understanding teacher instructions, explanations, and participating in peer discussions about math requires strong listening and speaking skills in English.
Strategies to Support Newcomer ELs in Math
Supporting newcomer ELs in math requires intentionally bridging the linguistic gap while leveraging their existing mathematical knowledge.
Explicit Academic Vocabulary Instruction:
Strategy: Pre-teach, explain, and consistently review key math vocabulary. Use visuals, gestures, and realia. Create personal math dictionaries or word walls with definitions, examples, and translations (if appropriate).
Research: Explicit vocabulary instruction is crucial for ELs' academic success across all subjects (August & Shanahan, 2006).
Utilize Visuals and Manipulatives:
Strategy: Provide ample opportunities to use concrete manipulatives (e.g., base-ten blocks, fraction tiles), diagrams, charts, graphs, and real-world objects. Demonstrate concepts visually.
Research: Visual supports reduce linguistic load and make abstract concepts more concrete, aiding comprehension for ELs (Echevarria, Vogt, & Short, 2017).
Scaffold Word Problems Systematically:
Strategy: Break down word problems into smaller chunks. Highlight key numbers and terms. Use graphic organizers (e.g., Frayer models for vocabulary, K-W-L charts for problem-solving). Teach students to identify "math action words" (e.g., "altogether" = add).
Research: Systematic scaffolding of complex tasks, like word problems, allows ELs to engage with challenging content while developing language (Gibbons, 2009).
Promote Collaborative Learning and Peer Talk:
Strategy: Design partner work and small group activities where ELs can discuss problems, explain strategies, and clarify misunderstandings with peers. Provide sentence starters or frames to support their discussions (e.g., "First, I think we should...", "I agree/disagree because...").
Research: Opportunities for structured interaction and academic talk are vital for ELs' language development and cognitive processing (Walqui & van Lier, 2013).
Leverage First Language (L1) as a Resource:
Strategy: Allow students to use their native language for initial comprehension or discussion with peers who share their L1. Provide L1 glossaries of math terms if available. Acknowledge and value their L1 math concepts.
Research: Cummins's theory of Common Underlying Proficiency (CUP) suggests that conceptual knowledge and skills developed in the first language transfer to the second language, aiding academic learning (Cummins, 2000).
Focus on Conceptual Understanding First, Then Language:
Strategy: Ensure students grasp the mathematical concept before demanding perfect linguistic articulation. Allow multiple ways of showing understanding (e.g., drawing, modeling, using numbers).
Research: Prioritizing conceptual understanding reduces cognitive load and allows ELs to build foundational knowledge, which then supports the acquisition of the associated academic language (Garrison & Mora, 2009).
In conclusion, while math's symbols may be universal, its teaching and learning are deeply embedded in language. Recognizing and proactively addressing the linguistic hurdles faced by English Learners, particularly newcomers, is crucial. By integrating effective language support strategies into math instruction, educators can help ELs not only solve equations but also truly understand, explain, and engage with the universal beauty of mathematics.
References:
August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on language-minority children and youth. Lawrence Erlbaum Associates.
Bernardo, A. B. I. (2005). Language and problem solving: A review of research on mathematical performance of bilinguals. The Journal of Educational Psychology, 97(2), 143–154.
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
Echevarria, J., Vogt, M. E., & Short, D. J. (2017). Making content comprehensible for English learners: The SIOP model. Pearson.
Garrison, L., & Mora, J. K. (2009). Mathematics and the English language learner: A practical guide for teachers. Allyn & Bacon.
Gibbons, P. (2009). English learners, academic literacy, and thinking: Learning in the challenge zone. Heinemann.
Moschkovich, J. N. (2007). English language learners and mathematics. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 687–706). National Council of Teachers of Mathematics.
Schleppegrell, M. J. (2007). The linguistic challenges of mathematics teaching and learning: A research review. Language and Education, 21(2), 139–150.
Walqui, A., & van Lier, L. (2013). Scaffolding the academic success of adolescent English language learners: A pedagogy of promise. WestEd.