LanguageBarrier

M a t t h e wS .W l n s o r

( i r i t i i , ' 9 . r . 1 ! ' ( i n r l i r :1s, )l ; ' l l i s l l

l ; i , ' 4 , , . f ( iL r f . r f . s ( l i l . l , s L , r [ ] rl s )
l i N sl ) , x 1 ' n { i r r l ' r l k i , ' 9 . l N ( i x l b \ i r r
i r h l i l s i , r l r ' r . ' h r , ( ) l { 1 . S .l ( , i r l I u s
l n r 1 s 1 1 , , r1 1 J 7 1 ) , r r2l 0 0 4 , l l ( i n ! n r h i r

( ) 1K l 2 s l r d . n l s q } 1 ) s l ) o kN
f h d l l r . 1 \ r ) l l r ( rL l r N r r
l i i d L i s h. 1 h r n n ei , x x r i . s c ( il r n r i J . 8n r i l l i , r r 1 , ,r )1 l
n r i l l i ( n Ir ) , , r l n gt h . 1s r n . 1 i ! r r ,1 | f l r r r r l ) c ,r , 1
l i - 1 2 s l r d c n r sw h r ) h r ( l ( l i 1 1 j c ! l l rs | r c , r k i r U
l,lr"
l i s h i n o r . s d l l i ( n n 1 . i j n ) i l l i r r rt r ,2 . E l r i l 1 i . 1 r1 - . , .
I ) . 1 ) . . l c n t r t l ! c . 1 i ( ! r 2 0 0 { j ) .l l r c ! L e i d r u i
M ' h on l r y s p c a kr s r c o ! . 1l u ! ! N r l r i s L i l l l ( f L r f
{ l a ! n l i g l a s ko l l c r d r i ! ! l l f l h d n n l i c s c J l i : c L i v f h
k ) L L L s r u d r r t s . I * , a s o f t o l r h o s cl c a c h c r s . l . r o l r
l f l 9 5 t t ) 1 9 9 1 1I ,t a t r g h !rl ! l i i g l Ls c h o o ln r S o r l r r c r !
c a l j f ( ) r n i aw h c f e L h cs L ! . L n l f o f o h t i t r r * a s 5 r l
l e r c e n r H j s F n i c . I s l n ) k eS p a n i s h. n d $ , ! s h i f r . l i t r
| a r r r o r e r c hn r r r h c n r r t l c si { ) I I - L s i o d e n r sI. L a r g h t
n r J , c l r s s ensr E r g l i s h .M v s c h o o lh a d i r ) ! r a t e r i s l s
tor rsc in , F]LL class('irh Stanish s|e.kers. and
z I c,:trrld ot fiud s re-{drookconrlranr.lh.t oftirffl
sucl] n{cri.rls.I was nlso oi cagcrr.r slerd enor'u'.'l r'r" )ir)gur':,
rrr
||.
,
As a fesrlL. I begana q est k) lilnl s,irys1ohel!
leam mathenalics. My iritia]
)'I]LL sLLldents
hypotfusis wls ihat Lhelnair }affier lbr lhi:sestu
derLss'as learn;rg m.Lhematicsin their trew hn

$sge, I decidedto look at researchregardingboth

hov/ one leams a rlw ]rnguageand ]ow oneleamg
laeth6mati6, thinking that I could useany similsritiesbetweenthe rwo bodi$ of rsearcbto colr up
wit}l s eschingmethod.I folrndthreesinxilarities:
Studenlsleam a new laflguagesnd nathematicg
norc etrectivelywhn-

would be beneficiel to ell student8,regerdlessof

their first lan8usge.
Bienner (1994) suggesteds three-part ftetrework for th foms ofoathemstical communication: cormunicatirg about mathematics,communicating in mathmatics,and cofirunicating vr'ith
datlematics. I brsed '1y resesrchquestionsabout
MSL on Brnner'swork, Fint, e?ouldMSL help
. they write to coEmunicatewhst tJteyere leamstudtrtscommudcat more effeclivelyaboutfrath.
ing (Calder1995;Chastaifl
1988;Fsgan1995;
ematics?In other worils, would studentsbe slle
NCTM 1989,2000; Silve! ard Kenney 1995);
to descdbetheir oq,n problm{olving plocesses
. they larn io gmups (Good,MuLyan, eJId
and thet thoughb about thoseprocesss?
Scofld,
Mccaslin 1992;NCTM 1989,2000; Obetr sl1d
$'ould MSL help studentscorlmirnioate mor effecKagarl 1992;Paubtoa and Britarik 1995); and
tively iz matlematics?Colrllrunicat'mgin matt. the leaming is set ir codext (that is, when reel- efiatics requiresthat studentseffectively1l3e&
life setti4s aft used) (Bouque snd Jacqus
lanFsge snd symbolsof mathematicalconvention.
1995;Chastain1988;Secada
1992).
Fillally, woutd MSL help studentscomdunicete
,ith dathematis?Co!0municatirg with mathematBy syntlrcsizingthe ressrch,I deated an
ic,srefels to using mathenxaticsas a tool in solvjng
alptoach for teachirg ELL studentsmathef,stics,
meaningtul ploblens.
'ro assffs whether th goalsofMSL were met, I
whicb I cslledMarheosdcsasa SecondLa4uage
uedseverslsourcesofdata. Fkst, I cotrductedpre[MSL). ll1 aain coaponents ofMSL are vocatulary activitid, joumals, group work, and plojects.
and posttestsod vocabukry ard mathematic^s
to
I usedMSL to teachplerlgelra to my ELL studetrts seeiftheft had beengrore'ti in leaming. I alsoused
aswn as to my native English spealcrs, for two
scori4g mbrics ftom joumsls to look for imFoved
ftssons. First, I wanted to comparethe mathmati- f, afhematicalcomarunication.Arother soulce of
cai performancofmy ELL studefltswitl that of
daLawasscoreslioo srudenlsnsLheDstics
projnative English speatn; to do so,I needdto use
ects.The Fojects, which showedhow studetrts
the sameepproachwith both classes.Second,ir
night usemathenatics as a tool to solvererl-Me
seemedthat focusingon ihe matheflatical language problenxs,vrerc scoredllsing a rulric thet focused

PFlagorean Theorem

Torema?itagdrica
?ara lm ftnir4do recto,

(a)

1 . , r , (t , t O

o)
Flg,t(r) Geo-etryVvord
sqLare:(b)
ELLstudenis
WordSqua.e
partlyon student!'mathematic8l
communication.
I
alsousd!3y own obsewationsand resarchjournal as a final sourceof dala to determinethe ffbctivenessof MSL.
In the rmainder of the article, I describehow
studentsreactedto the various componentsof MSL,
I prdent one vocabularysctivity that seemedto
be effectivewilh my studentsand expiain certain
aspechof gmup work thst I found necessaryto
implement for EII studntsto negotiatemathemsticalsilustions successtuly.I then describe
how my srudentsreactedto journals and projects
without giving the specificsofhos/ I implementd
l}rcse,sinceboth are commonto Standards-based
reaching(seeNCTM 2000). Finaliy, I nxakereconflendalions for teachen wlo speal only Englisl
snd teachELL students.

write the matheflatical tern in their own language

(wlich, in the cseofny studerts,nas Spanish).In
tle upper dglt rya&ant, studentsvrflte ihe flathenaticl tenn in Englisl. h the lower left quadrant,
rbeyowi!elhe defidtjon ol lbe oaljremalicalrem in
whicle\"er languagethey ufldentand lrest.The defrnition was to be in t]rc students'ow'trwords, not just
copiedftof, the textbook;in frgille lb, the student
choseto wdte the definition in Sperush.In the lower
dght quadnnt ofthe Word Square,studentsinchde
a rpresentationof the mathematicalconcept.In
frgure lb, the nathenaticaTbtmwas cten numbcrs,
so the studentincluddsomeexaflples ofeven nufl'
bers.Itr other Word Squares,studentsdrew {igurs,
nxadetabl,s,or includedgraphsasvisual represntations ofthe f,ethemaucsterms.
Using Word Squarsvrith f,y ELL students
llad severalbenefits.First, completinga Word
fuuare rcqujrednroreofrhernthsnjusl rnenorizing s dffnitiofl. Stndenh had to understandthe
definition in order to put it inlo 0rcir own words.
Moreover,they had to understandthe conceptln
oder to choosean ffectiverepresentationfor the
mathematicalterf,. In essence,the Word Squares
setofmathenaricalnore:
ectedss a condensed
Th studntscould keep lhe Word Squaroswith
them all year, 6 componentof MSL that suowed
them to review conceptsrrhen nec$sary and gave
lhem eesyeccessto flathedstical conceptseven
when they wre rot in my class.In fact, many
sbrdnts sedtheir Word Squafs
in thirmathenatics class$ the folowing year. BecauseI was
lhe only mattrellalics teacheron my campuswho
spokSpaflish,studentsdid not havelanguagesupport flom thei! other mathmaticsteach$, and the
'word
squareshelpedwhen they could not remem'
ber the mathematicslelms in English.

GROUPWORK
My reviewotrhe researcbsbowedrbarfor ELL
studenisworkirg in groups,thre factorcmattercd.
First, studentswithin the groupsshould not be
hoflogeneousin their languagability. Studentsof
different languageability ndto interact in order
to impmve the group'smathematicalcommuflication. Next, the groups' compositionnee& to chs4ge
periodically so that studentsdo not becoae comJrlacent with group work. Varying tlre group'rrekeup
WORDSOUARES
alsogivesstudntsthe chanceto gain insight from
Word Squares(Quinn and Moloy 1992),an activity many differcnt students'mathematicalpoints of
that aimsto help studflts leam mathematicalvocab vie\r. Finally, studentsneed to learn how to partici'
!]ary, was oft of the moresuccessfulonesI used
pat in groups.ELL studerts llave like1yrot parwitl students.In Word Squares,studentstake a 3
ticipatedin the t}"e of group work most teachers
x 5 cardand divide it into four quadrants.(Seeffg.
may use.Rather than assumethat thy are adeptar
la for an examplftof, geonetry and ffg. lb for an
working in #oups, and thus set them up for mar'
ginal successin your ciassroom,ta&etime to leach
exampleofone ofmy studenb' Word Squales.JIn
the upper left quadrrnt ofthe Word Square,students ELL studentshow to work in $oDps.
F I v^r r^1 ^n c . no.omAar

Rrdonale
i aror

:,l,rri!
L....af?:/a.11
r:r.t!.1
i,:n

j L

:r '., -;'.

J.(r,afr.:l

Cannot 1lndelstand entry

Sone understandingof erhy, perlaps

off topic
conplete undentarding of entry,

F i q . 3 R u b r llco r j o u r n ae v au d t l o n
eflstics (Ma 1999). The lessfhent studenh had the
advantageof reviewi4g tbe mathemticscortent
w , . h r o m c o . r w l , o s p n k c t c i r , , a r i v rl r n F L a F c
(a)
wlat is the lnelhod lor solviu equaliols
with decinrsls?Is it differe r dran l:1renclhod
fbr solviflg cquaiions withoilt deci als? Are
there spcial rules fc,r dccinals? Wcl, lo solve
equalions wilL dechals vou onlJ have to
armrrgethe decimnlpoirls a d thca|swer
js gonrg1obecorecr. NL',it is alnn)slthc
same,olrlv for oncswilholrL(leoimalsyordo
Dol haveto worrv rbour llrcm (lhc decinlal
lx)nlls].'l'hcrejs ]lo swc;rlnrlc, o Lypl,l Lhe
dccinal pdlts in thei. place.

(b)
F l q . 2 ( a ) E x c a r pf rt o r i al r E L Ls i u d e n t s j o u r n a ;
( b )t r a n n a t i oor li t h s s t ! r d e n t 3 j o u r n a l
lflplemendng gforp work i DLL classroons
had severalellects on sLrdcnt lee]']ling.First,I
observedttal sLLdenLs'llse of rrrethematicallerus
nr Erglish iicreascd- Otrf classcultrlre e co .rged
sledcnLs1()usc English as lruch as Dossihleja d
sl!denis erllhusiaslical\ rook on the challelrgeof
reftfi E ro mathe atical lern$ itr English. At rhe
efld oflhe school year, a y sludcrrlsweft lsing
nosdy nflgush io ialk about ftc mathemaricsthey
wefe doinein thejr groap. Seco , srLrdetrtcornm!nication becamemore noathefiatical.At the beginning ofthe schoolvear, sludelrtswotrld ask qrestions such as, "Wrat didyou get on nlrnber three?"
A r h ee , r do l . h c . . h o o l ) . J r . i r J r n q , e \ r i o , r .
w F r er n - c t i k , r h i so | l : - W ' J \ | r l J ' v . ! 6 0 r
the,nsweryou did? I solved mine differentk from
yoursj and tllis is why itworks." Lasr,snrdents'
mat]1en0alical
understandingjncreased.Sluden*
who were more tluent ir English had lhe opportunily Lohelp peerswho were lessnuent-'lhe nore
flunt studentsgained a deeperundersLandingof
t}re malhematicsbecruseteachtugamalhematics
corlcptrequircs a deeperunderstandingof maih-

JOURNALS
Wri(i g injournals wrs another approachI used
10help ELL studentslearn mathemalicsand Lh
lanuageol mathenalios s1lhe samelirne. SludenLs
wcre aliowed lo vr'rile in thc languagethev iclt ost
co rii)rtable th, but they werc reqrired to wrilc
lhe malhe atical lerms ifl liriglish. I fell lhal lhcv
coukl slarl to trsc the malhernaUcallerms nr E:rg
lislr evcn th(ugh Lhcywcre comrnuricatnrgabo l
Lhcselcrrrs;n llrei' owr lanAuage.Usiflg lhe malb
c atics tcrft nr lniglish hebed slrdcnts lssoci.lc
the IlIrllislr tcrrn with lhe ntlrcnalical o(,rccpL
already h thcir inds in Slanislr. Secffgure 2lir'
examplcsoliourr]al c lries.
An intcgral parr ol'rhcjornral aoliviry\ras evalu n t i ( ) ! lA
. t l h c c d o f e a c h w e e l ,s h d c l l l s o v . ] [ a l e d
I r \ ' i ' I ' c c r . i , ' u r n . r l su r i t I ! 1 s n n l 1 l . l r c c t l . r r r
rdrric (seefrg. 3). Studcnls would cxchangcjl)Lrnlls with a tertncr,assig ascoretorhejorn al
e11lry,ard give a writlen ratjonsie fbr their scole.
'IhrjorrDaIwnter
then had the opporl!nity ro
rearl and fespond1othejo rnal evahralior usnlA
tllc sarncffbric. Therefore, stude ts rcceive{ltwo
scorcs,otre fbr rheii ownjolmal e trva dorefor
tlcir evalualim oflheir peer'sjounul entrv.
nLL sludcllts benelited tion j{)urnalwrjtnrg in a llulnlrer ofways. first, w.jring abour the
mathcmaticslbrced Lhemto decidewhat thev did
and did not rrxteistand and to put those ihoughls
l s re r i d n pi n r l , i r
o r 1p a D F r . V a - \ . , , n . n c n r ( h
jo!.nals helpedthen understand the malheflarics
h r r , . \ ' r . \ ' , d e - ! 5h e , e . m o r , ! r o f i c i , I i r l
comnmicating mathmatical]y. Thcir f-rrsl jorlr
ml entries were often unsolhisncaled, rlyhg on
nonmathematicalterms lo expresslheir ideas.As
the year progressed,their jffirnal entries bcane
nlore maLlremalicallyprecise.Of equal importance,
studenls nsed English no.e frequelltly in rleir
journals. Stuitert evaluationofjoumals was an
effective,rewarding activity. Str1dentspllt more
cfforl inlo theirjormal entries becausetheJrknew

g
E

thet their peerswould be readingthem. Furthr,

studentswould oftefl discussone afloth/s evslustions when they did not a$ee with or understsnd
the evaluation.Tte discussio s wre alwsys mathematicalin nature, beca$e Btudentshed to explein
their rasoningto their peers,
PROJECTS
Wten workilg on project!, my ELL Btudentsdid
not seemto realize lflat lhey weft doing mathenrst.
ics, evell though the mathoatics requtements for
the projectswere dgorous.Becsuset& ptojects
foc$ed on rel-life topics,srch as the stock msrkt
or suflnt socialissue3,shrdedtswere engagedand
motivated to leam the mathematicsnecesssl:yto
completetheir projects.
Fffthmore, studentsstarted to seethe beneffts of lr3irg aathematics in thir lives. As pan
of a stock market project one group of stridents
investedell their money in a popular shoecompany. Unforhmately, the shoecoapany was going
thrcugh somehard tnr$, af,d ss the studnts
were compltingthe project, the company'sstock
droppedconsiderably.In their report, my students
noted that they now hated the shocompary and
woi d never wear that b"e of shoeagain.However, they alsosaw that by understandiflgtle
f,athenatis they could male informed decisiong
about srock purchases.
The projectsalsohelpdincreaseflathefiuti-

cal communicationin the cle$room. I gavemy

studeflt3severalopportunitis to work on th ploi
ectsin cla$. Wlile they worked, I would circulat
in the classloomaad tall v,rith t}lem sbout their
projcls,questioflingtherx sbout thir idessand
decisiorl8.Thus, studentscould wo* thrcugh their
ideasand try to xpr$s tho cleady to me \rell
bsfore they prsentdthem to tlrc class.By the tim
tley Fesentd tleir gojects, they could clarly
commff catethek mathemsUcalideas.
DID MSL WORK?
The most import9llt questions93}ed about MSL
wer, Did it work? and Wer tlle resarchqueslons satisfactorily answered?The answersaft
r6ounding msybes.MSL djd seemto prcmote
communicationslout mathematics.When I frrst
implenented MSI-, at the beginning of the sshool
year, sll oathematic8l coamunication in my classroom was teacherinitiated; at the end of the sclool
year.the majoricyoff,srhemaricslconf,unic,
tion was student initiated. The tJpe and qu3liry
ofmathematical communication also seemedto
chaflge.Instead of aski4 what the snswer was for
a particufur problem, studenb would ask for solu,
tiotr methodsas wel] ar offer tleir own methods
MSL slso seemedto improve communica.ion
in matlematics. Studentsseemedto be leaming
ad using the nathenatical vocabulrymore etrec

tively, as evidencedby tl1eimprovementin vocabulary quiz scoresand the inffeased propr 1lseof
mathematicalte.ms ir stldents' joumals ald
classroof, discussion.Moreover, studentsconectly
usedmathematicalterms in their presentatiofls
about their prcjects.
One areain whicl MSL was not as succsstul
though
was helping ELI- sludentscolnn11mil:ate
as
a
usefirl
tool
mathemetics.Seeingmathemalics
was
for everydayMe takestime, and I
unableto
give
prcjects
coflmit enoughiime to
to
a definitive
answeras io retretherMSL met its third goalWHAT IF YOU DO NOT SPEAK
THE LANGUAGE?
Many readerumay fl tlat my successwith ELL
studefltswas du to fly ability to speakSpanish.
SpeskingSpenishwas a hug advafltagewhen
working with ELL studerls. Nevertheless,one ca'l
successfullyteehmethemahcsto ELL st ents
Group
evenif ofle doesnot 6peakthe la g11ege.
work is vital 10successin teachingELL sludents.
Generally,e3chDLL classroomwi hav a few
sludentslluent enoughto ffrd$tand a teachr's
English. I madethosestudentsmy assistantsin
the classroom.I a$igned eacbone to s goup, givirg thrr the rsponsibility to help communicate
thc lesson'sflathematics to their peels.Tbis did
not meantranslatingthelessoninto Spanishbut
leadiflg mathemeticaldiso11$ionswith their pe$.
The majodry of my assistant!wofked out well and
felt a senseof pride whn thek peersleamd th
Another rcsourcfor tachn who do not spak
th languageis glossariesin the secondlanguage.
Msny textbookshave a Spanishglossaryof mathelxalical telms ,s a pafi of tlrc ancillary materials.
Also avaiiableare online Spenisb"Englhhdictionaries such as \rww.spadshdict.com/. Another usetul
rcsourceis "Mathematicsas a SecondLaneuage
Glossary" lPagni and Castelanos2004), pub]ished
by COMAP lwww.comap.coml.l'hese glo$alies
Fovide s startingJ)ointlbr coarmuication.Even
though I spokeSpanhh,I had not leamd many
of the mathematicaltenns in Spanish;tlrefore, a
glossaryof terils was invaluabl to me.
A bilingual aide can b pricelesss/hen working
with ELL students.Even though I spokeSpanish,
I askedfor the help of the schooi'sbilirgual aide.
Shehad beefl laught how to help ELL studeflts
learnEnelishandwasa ereatassetwhen I war
trying to construct somevocabulaly activities. Fur'
thermore, this aide could also circulate ifl the class
mom, asking questionsand motivatjng students.
I met regrrlarly v/ith tle bilingu3l aide so tlat she
knew what MSI-'Sflathematical goalswere and
}low I wented sllldents to work in 'ly classroon.

Another possibleresourceis foreign language

teacllers,who havebeen trained to teachothers
a new language.They are knowledgeablealout
activities and flethods to lelp studentsleam
vocabdaDand alsokrow how ro pul Iesmingin
context. Often, foreign languagetachen wi]l speak
completelyin the foftign languagewhile teaching
thei students;it is through contextualclues,such
as picturs or teachers'sctions,that studerltsleam
the new language.Th activities usedin the foreign
languageclassescafl be adaptedfor useir the math
A firal idea for teacherswho do not speaktheir
sludents'la4uage is to lam it. I am not suggsting that you havetolecome fluent fu the strdents'
languagein order to teach them successfrly, but
leaming noughof their lenguageso that yo cafl
gretthem and askthem how they are goesa long
way towerd geifling tleir confrdnce.Atlnding
sohoolin a forcigr country and using a language
thatyou do not know canbe daunting.Thosewho
havensveLedmight beablero identifowirh Lhis
feeling. Making the effort to help students fel
somforlableby speakingin their own lenguage
will inspire then to lreke an effoft to leafil msth.
emalicsin your class.Sllow ELL studentsthat you
careabout thm, afld thy wiil trust you mor and
work hader 1bryou.
OTHERRESOURCES
Someof the gmupsthat work on understanding
how to help ELL student8learn malhematicsaft
TODOS:Mathflaticsfor All (www.todos-nath.
org,/.)jCenterfor the Methef,atics Lducatlon of
Latinos/as(CEMELA,msth.arizona.edu/-cemla/
english/); and th TxasStatUnive$ity System
Matlematics for English LanguageLearners(www.
tsusmel.o!g/). These$oups researchhow to teach
ELL studentsmsthematics,hold confre cesto
discussand disseminatetheir findings, 3nd offer
leacherresourceson their Web sites.
CONCLUSION
fffccLivelyIeachingELI studenLs
!]athematic,
is hard work, akhougl the methodsare noi thai
diiferent fton effectiveneilods for tachingEnglish-speakingstudentsmathemanc,s.
Printiples a d
Srand.ar^for SchoolMathc',4tics (NCTM 2000)
statesthat studentssholrldbe ableto. orgaflizeand consolidatetheir matlrcrr1atical
thinldng throuI communication;
. commlrnicatetheir matherratielthinking cohel
endy and cleady to peeft, teachers,and others;
. analyzeand evaluatethe f,athenatical thinking
and strategiesof others;
. usetlle langlage of mathemeticsto express
mathematicalideaslrecisely. (p. 60)

Througl ay synthesisofthe research,I found

that ELL studetrtsrced the sameoppoftrnities
to commludcatematlematically. Moreover,my
fmdi4s abori MSL seemedto confirm that ELL
students,in order to leam mathenatics aswell as
English, f,ust have the chanceto communi(at
mathematica1ly.A student-cetrteredteacher
who espoussNCTM'S
Priflciplesand Standartu
ftt khool Mathetatics wllI
not heve to clarge too
fluch in oider to have successwith EII students.
MSL is a work in
progre$. Sinccompleting my originsl action
resarchFoject, I have
learndthar ELL studeflxs
feceothr chsllengeswhefl leaming mathematics-for exaopl, ELL students' mathematical
ability in thir native langlege affects their sbit8
to leam msthematic3in their secondlanguege.
Becauseimproviflg the mattemetical educelion
of DLL studentsis every teacher'sresponsibilitJ,
I inqte readrsto try somof tlle MSL sctivities.
If we addre8sthis challengetogether,we cafl provide high-quality matllematicseducationfor ell
Btudent8.

Onecansuccessfully

teachmathematics
to ELLstudents
evenif onedoesnot
speakthe language

REFERENCES
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