Teachers collaborating to improve Maths/Numeracy teaching and learning for Speakers of other Languages (ESOL learners).

Some clear messages emerged from shared practice in a focus group of practitioner researchers established as part of the above NCETM project (see diagram Figure 1).

a) Active Lessons

A common thread through all resources discussed and demonstrated was that lessons needed to be active. Tutor and learners should be talking and doing as this helps with building concepts and comprehension of language. Writing and displaying specific words, constantly referring to these words and repeating steps with these words reinforce meaning and ensure that learners become familiar with mathematical terminology.

b) Consider multiple meanings of a word

All members were able to quote examples of where learners had misunderstood language, resulting in the wrong answer to a Maths question. In some cases, it was recognised that words like “range”, “area” and many others had a mathematical meaning but were also used in general language. Tutors should ensure that learners understand this by using and demonstrating examples. Tutors should not just ask ‘Do you understand?’ but say ‘Show me how you understand …?’ ‘Explain to me in your own words in English how this …’

c) Lost in translation

Tutors also need to be aware that ESOL learners may try to translate problem- solving questions word for word but this often means that emphasis on concepts and method are lost in translation. This is particularly evident in some questions, e.g. Use the attached table to estimate the total number of people attending a concert. In this case, the word table has a dual meaning, and the word estimate is often missed as the learner works out the correct answer to provide a total.

d) Explain again using the same concept and language

A key point of andragogy is what happens if learners do not understand? In this situation most Maths teachers have been trained to explain again in a different way to make sure that the learner can grasp a concept. However, this is not effective with ESOL learners as it often introduces a whole lot of new language which only adds further confusion. It is therefore important to keep to the same conceptual language but physically demonstrate again using a similar concrete example. The tutor may engage peer support in helping all to understand by asking those learners who had demonstrated understanding to explain in their own language.

e) Additional time to process

Tutors need to be aware that learners often translate into their own language before completing the Maths, then translate back into English again. This may take a different amount of time for each individual learner depending on their varying language proficiency. Working in groups or paired work could help this process but the tutor has to observe if one learner is doing more work than another. The weaker learner has to show that they have understood.

f) Cultural practice/language, gender, inclusion and motivation

Tutors reported about the variety of groups they work with. They gave examples of women learners who had not received secondary education in their home country, who retain traditional roles with limited experience of financial or household affairs (bill payments, DIY, vehicle costs) and ethnic groups not familiar with interest rates and gambling probability questions. Tutors emphasised the importance of providing inclusive courses (taking account of religious and cultural practice) and addressed learners’ motivation for learning English and Maths to support their children, obtain work and improve their opportunities in UK society.

Janine Weaver,

Coordinator of Literacy and Numeracy for Leicester Adult Skills and Learning Service
What can tutors do to improve learning and achievement with ESOL/EAL learners? The following jigsaw pieces need to be considered and used in teaching:

Figure 1. Successful Andragogy[1] for ESOL/EAL Maths learners (see also notes page)

The above was part of the findings from a focus group of tutors, engaged in the NCETM Research project “Teachers collaborating to improve Maths/Numeracy teaching and learning for Speakers of other Languages (ESOL learners).”

The tutors involved in this project have produced individual action plans with practical tips for teaching ESOL/EAL learners. These are available in documents of the ESOL, EAL and Maths Community at

1

[1]Andragogy consists of learning strategies focused on adults. It is often interpreted as the process of engaging adult learners in the structure of the learning experience.

accessed 07/03/09