We Care About Your Privacy
By clicking “Accept all”, you agree to the storing of cookies on your device to enhance site navigation, analyze site usage, and assist in our marketing efforts. View our Privacy Policy.
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
As a child progresses through education, the development of strong connections between their parents and teachers is vitally important (Drake, 2000). Effective home-school partnerships and parental involvement in children’s education have traditionally been a strong predictor of student academic achievement and - ultimately - success (Epstein, 2001). Therefore, understanding the powerful role of parents and the ways in which they can be an effective influence on their children is crucial in our effort to provide a truly supportive learning environment for students.
If Katerina spoke in Russian again in the classroom, the teacher warned her, her name would be put on the board and she would miss out on certain privileges. 'Katerina' - a seven-year-old Russian speaker newly arrived in the UK - was finding it difficult to let go of her mother tongue (also referred to as 'home language', 'first language' or 'L1') in class, to the frustration of her teacher. Her story is the central point of a recent research paper by Olena Gundarina and James Simpson (see References below).
As educators, we are naturally reflective creatures, habitually revisiting lessons in our minds to see if we could somehow improve. Could the outcomes have been better? Were the discussions rich and high in quality? Was the balance of activities right to get the best possible language learning progression? Here, we will explore how to get the right balance in lessons, as well as suggesting activities.