Linguistic practices in mathematics classrooms: A needs analysis toward translingual mathematics education
Authors
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Princess A. GarciaDe La Salle University, Manila, Philippines
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Lydia S. RoledaDe La Salle University, Manila, Philippines
DOI:
10.58583/EM.4.1.6Keywords:
Needs analysis, Translingual education, Bilingualism, Mathematics educationAbstract
This study explored the linguistic practices and perceived effectiveness of translanguaging pedagogy in mathematics education. It involved five Grade 7 Mathematics teachers and ten selected students who participated in interviews, offering insights into translanguaging practices and language-related challenges in learning mathematics. Additionally, 454 students were surveyed to assess their perceptions of using English as the primary language of instruction. Using an exploratory sequential research design (ESRD), it analysed teachers’ linguistic practices and their effectiveness, students’ language backgrounds, and their perspectives on English as the medium of instruction (EMI). Consistent with other studies, the findings reveal that the teachers integrate both Filipino and English in Mathematics classroom discussions and considers this approach more effective than using either language alone. Additionally, while students generally believe that EMI enhances their math skills, they oppose the notion that mathematics should be taught exclusively in English. The analysis highlights critical needs, such as providing teacher training in effective translanguaging strategies, improving bilingual resources, and developing tools to better capture students’ perceptions and experiences with translanguaging in math. This study lays the foundation for research aimed at enhancing mathematics education through customized linguistic strategies, fostering an inclusive learning environment that bridges language gaps and boosts student achievement.
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Copyright (c) 2025 Princess A. Garcia, Lydia S. Roleda
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