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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
Learners are often faced with the challenge of carrying out research for their class project work, and often schools invest heavily into non-fiction readers which can be used for such projects. Non-fiction books are a vehicle for learning all sorts of information about life and the way the world works. These books are also invaluable for helping EAL learners to develop a range of literacy skills, which in contrast to fiction books, require a different type of literacy skill because they use a narrative tone (Lines, 2009).
When I was teaching early literacy to adults some years ago, I had two teenage students from a refugee background join one of my classes. They were beginner-level English as an Additional language (EAL) learners and both were non-literate. They had been expelled from the local high school for fighting. At the time, there was a national fundraising campaign to support children in troubled parts of the world.
Parental involvement in education contributes to a stronger and more inclusive school community. Engaging parents in their children’s education is also a fundamental aspect of creating a supportive learning environment for our learners and has been associated with a positive impact on learner performance (Khan, 1996).