Learners’ Coping Strategies in L2 Mathematics Junior Secondary Classroom Talk: Optimizing L1 Interference and Language Play

Abstract

Subject content acquisition through a second language (L2) is considered challenging in formative years of secondary education. The transition from learning content subjects from L1 in primary education often requires perseverance, progressive adaptation and pedagogical scaffolding. This paper originates from a study of the conceptual skills and linguistic competence anticipated from English‐medium instruction (EMI) Mathematics classrooms in Hong Kong, where teachers and learners share Cantonese (L1) as their mother tongue. While EMI Mathematics learning is perceived as extrinsically motivated, e.g. for more exposure to English, challenges lie in the understanding of abstract mathematical concepts, the articulation of such arithmetically and “speaking mathematically” (Pimm, 1987). Intertwined challenges arise when Mathematics is learnt through English, an L2 in Hong Kong. This paper examines learners’ coping strategies demonstrated in multiple case studies of EMI Mathematics junior secondary classroom talk. I will explore how teachers have optimized individual learners’ strategies as learning opportunities. Through classroom observations, transcribed video recordings and sampling student work, the L1 interference that learners have creatively constructed and articulated their conceptual understanding of mathematics in L2 learning is seen as revealing. Optimizing L1 as a resource (and not seen as a deficiency) can mediate understanding of concepts in L2 and facilitates L2 acquisition (see, for example, van Compernolle, 2015). Observational data also reflects that language play involving L2 with L1 often generates jokes and humour. Such shared humour inspires spontaneity for language immersion and experimentation with (co‐)learning mathematics and English simultaneously. Findings suggest that L2 learning of content subjects such as Mathematics is effective when teachers are aware of the L1 interference and are ready to optimize learners’ linguistic input to extend classroom talk with a meaningful purpose. The study will shed light on Content and Language Integrated Learning (CLIL) and teachers’ professional development in language awareness. References: 1. Pimm, D. (1987). Speaking mathematically: Communication in mathematics classrooms. Routledge & Kegan Paul. 2. van Compernolle, R.A. (2015). Interaction and second language development: A Vygotskian perspective. John Benjamins.