Speaking in the right language? Collaborative Meaning-making in L2 Junior Secondary Mathematics Classrooms

Abstract

Mathematics teacher language awareness is salient to a clear articulation of mathematical concepts. This is particularly valid when Mathematics is taught in a second language (L2) for both teachers and students. This paper presents a qualitative study of co-construction of content knowledge in English-medium junior secondary Mathematics classroom talk in Hong Kong, where Cantonese is the dominant mother tongue. I examine how Mathematics teachers create a supportive classroom to activate students’ mathematical inquiry and help them articulate concepts with the “right language”. By this, I mean Mathematics as a language and L2, namely English. Observational data reveals that some language-aware Mathematics teachers refrain from prescriptive language teaching and intensive error correction with L2 learners. Instead, they provide covert guidance taking into account students’ different ability levels. I focus on teachers’ verbal and non-linguistic cues in helping students grasp mathematical concepts with learning motivation and confidence; I also explore how students are engaged to process these cues and in what ways they achieve the intended learning outcomes. The meaning-making process, which can include collocation, figurative language, analogy, graphics and gesture, is often understated. This notwithstanding, classroom data shows examples where teacher and students co-construct content knowledge and get mathematical concepts across creatively through these means. By triangulating teacher and student interview data, this paper reports findings on 1) whether teachers’ covert language support and non-linguistic cues have been consistent when support is given to learners individually, in small groups or to the whole class; 2) the advantages and limitations of such a strategy from teachers’ points of view; and 3) students’ perception of learning Mathematics and acquiring English (if any) this way. Strong peer support is also found to be a characteristic of these student-empowered classrooms. Peer learning networks offer a rich resource for content knowledge co-construction and enhancing learners’ linguistic competence. Through tracing learners’ developmental errors in their mastery of L2 Mathematics, teachers identify common misconceptions and challenges faced by students. This study sheds light on pedagogical strategies useful for facilitating collaborative meaning-making in L2 Mathematics classroom talk. Findings can inform teacher professional development on learner motivation, pedagogical sensitivity and Content and Language Integrated Learning (CLIL).