Unlocking Algebra Through Language: A Multilingual Approach to Mathematical Meaning
By KJ Ndweni
In today’s increasingly globalised classrooms, teaching mathematics is not just about numbers and equations- It is about language. The transition from arithmetic to algebra, already a hurdle for many, is further complicated in contexts where learners speak multiple languages. This linguistic diversity brings about challenges when it comes to teaching and learning concepts. Multilingual mathematics classrooms (MMCs) become a hub of diversity with students from different language backgrounds learning in a language that may not be their first language. In some cases, MMCs consist of students still developing their proficiency in the language of instruction. Setati (2005) alludes by stating that MMCs comprise of learners who are acquiring the language of instruction as their second linguistic repertoire. My research explores how learners derive mathematical meaning in MMCs by integrating language as a vital cognitive tool. This blog examines how teachers can harness multilingualism as a resource to enhance algebraic thinking, drawing from research rooted in Barwell’s “Sources of Meaning” framework.
The Algebraic Language Barrier- A lingual and cognitive shift
Algebra is often the first stumbling block learners encounter in their mathematics journey. The transition from arithmetic, a familiar world of concrete numbers, to algebra- a realm filled with variables and abstract reasoning- creates significant cognitive and linguistic challenges. But here is the catch: these challenges multiply in MMCs, where the language of instruction may not be the student’s first language.
Imagine being in a mathematics classroom where the teacher asks, “ What is the product of 5 and 2?” For native English speakers, this might be a straightforward multiplication question, but for multilingual learners, it could spark confusion. Does “product” refer to something bought at a store? Or does it mean adding the numbers together?
This small example underscores a broader issue: when the language of instruction differs from a student’s home language, it can lead to fundamental misunderstandings. Such double meanings, along with a lack of familiarity with the academic language of mathematics, can easily confuse students, as seen in the example above. My research found that learners often struggle not with the mathematical concepts themselves but with the language utilised to express those concepts.
Language as a Problem or Resource?
Traditionally, the focus has been on overcoming language barriers, viewing them as obstacles to learning. This “language-as-problem” approach sees multilingualism as a challenge to be mitigated. The perspective of “language-as-problem” focuses on the idea that language itself creates challenges that need to be addressed (Ruiz, 1984). Learners with English as Additional Language (EAL) often struggle more with their academic performance compared to monolingual peers, and the gap widens with the increasing complexity of subjects like algebra (Strand & Hessel 2018).
But wait? What if we flip the narrative?
Research in Multilingual mathematics classrooms (MMCs) demonstrate that treating language as a resource can significantly boost learning outcomes. Educators who encourage learners to utilise their home languages or allow code-switching to foster a more inclusive learning environment. Instead of viewing the learners’ home language as a problem, it becomes a tool for enhancing meaning-making in mathematics.
The “Sources of Meaning” Framework: A Theoretical Lens
In multilingual mathematics classrooms (MMCs), meaning is not solely derived from language- it emerges from a tapestry of interactions involving multiple languages, discourses, and voices. Barwell’s (2019) “Sources of Meaning” framework breaks this down into three principles: Multiple voices, a variety of discourses, and multiple languages.
- Multiple Voices: Learners bring their voices, experiences, and cultural perspectives into the classroom. Incorporating and recognising these diverse voices in discussions enriches the learning environment.
- Variety of Discourses: Mathematics is not just about calculations; it is about explaining processes, justifying procedures, and constructing arguments. Encouraging learners to articulate their mathematical reasoning, whether in their home language or the language of instruction, deepens their conceptual understanding.
- Multiple Languages: In MMCs, linguistic diversity is not a problem but a resource. When learners are allowed to switch between languages, it aids them in navigating complex mathematical concepts more easily.
Case in Point: Multilingual Repertoire in Algebra
In one of my classroom observations, a mathematics educator used multilingual subtitles on a smartboard to aid a Ukrainian learner who was new to the class, new to the United Kingdom and unfamiliar with English. While the learner struggles with the language of instruction, the incorporation of his home language allowed him to engage with the lesson more effectively. Similarly, code-switching, a practice where learners alternate between languages within a conversation, proved beneficial for learners in clarifying their understanding of algebraic expressions. According to Moschkovich (2019) teachers should allow and encourage students to code-switch in order to make use of their multilingual repertoires, as this practice will support their mathematical reasoning and learning.
Such practices highlight the cognitive benefits of leveraging multilingualism. Research indicates that higher-level literacy skills, such as reasoning and problem-solving, can transfer across languages. By tapping into learners’ linguistic repertoires, educators can create a dynamic and supportive learning environment.
Overcoming Barriers: Challenges in Language Integration
Despite the potential of multilingualism, integrating multiple languages into mathematics instructions comes with challenges. Educators often face limited resources, policy restrictions, or insufficient training in using learners’ home languages. For example, while one mathematics teacher in my study found success utilising subtitles for a Ukrainian learner, another mathematics educator hesitated to implement such strategies, citing a lack of familiarity with language integration tools.
The barriers are not just logistical-they are also attitudinal. Many teachers, conditioned by a monolingual approach to teaching, may see language diversity as complicating rather than enriching the mathematics classroom dynamic. In order to shift this dynamic, professional development programs need to equip teachers with the skills required to embrace linguistic diversity and utilise it to foster deeper comprehension in subjects like algebra.
Toward a Multilingual Future in STEM
As classrooms continue to diversify, teachers must rethink how they approach subjects like mathematics, particularly in multilingual contexts. The future of STEM education lies in embracing the diversity of languages and cultural perspectives learners bring into the classroom. By viewing language as a resource, educators can unlock new pathways to learning, turning linguistic diversity into a strength rather than a challenge.
In the words of Richard Barwell, “Language is not just a medium for communication in mathematics-it is a tool for thinking.” And as my research shows, when harnessed effectively, it can be the bridge that connects learners to the abstract world of algebra.
Conclusion
Multilingualism in mathematics education is no longer an obstacle to be mitigated but a resource to be nurtured. Through the integration of learners’ linguistic repertoires into the teaching of algebra, teachers can foster deeper engagement and understanding as learners navigate complex subjects like algebra. It is time to embrace the diversity of voices, languages, and discourses in our mathematics classrooms and watch as students unlock the doors to mathematical success.
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