Conceptual Scaffolding through L2 Junior Mathematics Classroom Talk

Abstract

Subject content learning through a second language (L2) is considered challenging in junior secondary education. This paper draws on observational data of a Year 7 English-medium mathematics classroom in Hong Kong, as part of a larger naturalistic qualitative study, to examine a teacher’s strategies in teaching the topic ‘rate and ratio’. Since learners have received Chinese-medium primary education, this study focuses on how the teacher, who shares the learners’ L1 (Cantonese), addresses the linguistic and conceptual challenges that learners encountered in relational reasoning in English. Through analysing transcribed lesson recording and pre-and post-unit teacher interviews, I report findings on the teacher’s articulated awareness of i) a connection between language and conceptual understanding; ii) the key for learners to articulate and clarify their mathematical understanding step by step in language(s) they are comfortable with; and in connection, iii) the opportunities to use students’ ideas for scaffolding and developing related knowledge. To ensure triangulation, learners have been interviewed for the impact of classroom talk participation on their mathematical understanding. This study sheds light on teachers’ pedagogical considerations and scaffolding strategies in junior L2 mathematics classrooms.