Mathematics Learning in English as a Second Language

Abstract

When the language of instruction is English, the learning of mathematics by students for whom English is a second language raises some important issues. The complex process of learning a second language becomes especially difficult when the language forms learned first are those of the classroom. The learning of mathematics requires a variety of linguistic skills that second-language learners may not have mastered. Furthermore, special problems of realiability and validity arise in assessing the mathematics achievement of students from a language minority. A mathematics curriculum is needed that wood develop second-language skills, and more research is needed into the relation between second-language learning and mathematics learning.