Does adding mathematics to English language learners' timetables improve their acquisition of English?

STACEY, Jennifer (2015). Does adding mathematics to English language learners' timetables improve their acquisition of English? In: HECTOR-MASON, Anestine, JARLSKOG, Linda and KAYE, David, (eds.) Opening our Mathematical Eyes: Proceedings of the 22nd International Conference of Adults Learning Mathematics – A research Forum. Adults Learning Mathematics, 155-160.

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Abstract

This enquiry based project set out to find out if adult English language learners, known as ESOL (English for Speakers of Other Languages) learners in the UK, might benefit, in terms of their acquisition of English, from studying maths. This research has been conducted at a medium sized FE college in the East Midlands where I teach. I evaluate this in two ways, firstly by analysing learners’ results, and secondly by asking experienced ESOL teachers to observe and reflect on an ESOL Maths session. This project found a correlation between attending a maths class and improved English language exam results over 5 cohorts of students. In addition, ESOL teachers noted many and varied opportunities for English language learning in an ESOL Maths class, with higher levels of learner participation and confidence than seen in language classes. I recommend that we offer ESOL maths to ESOL learners, and that we reassess maths teaching for all learners, ESOL and English speakers, as a triad: conceptual understanding, procedural competence and language acquisition. This article was first published after proceedings at the BSRLM (British Society for Research into Learning Mathematics)/BERA (British Education Research Association) conference, Durham, UK, 2015. The research was carried out for the dissertation phase of a Master’s degree in Education. Key words: addition, English language learners, mathematics

Item Type:	Book Section
Page Range:	155-160
SWORD Depositor:	Symplectic Elements
Depositing User:	Symplectic Elements
Date Deposited:	24 Oct 2022 12:53
Last Modified:	24 Oct 2022 12:53
URI:	https://shura.shu.ac.uk/id/eprint/30924

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