Acquiring mathematics as a second language: A theoretical model to illustrate similarities in the acquisition of English as a second language and mathematics

• Main Authors: Maureen Ledibane, Kotie Kaiser, Marthie van der Walt
• Format: Article
• Language: English
• Published: AOSIS 2018-10-01
• Series: Pythagoras
• Subjects: Mathematical discourse; English as a second language (ESL) acquisition; comprehensible input; language processing and interaction; output; feedback
• Online Access: https://pythagoras.org.za/index.php/pythagoras/article/view/347

Mathematics has been defined by researchers as a ‘second or third language’ and, as a result, it should be taught as a second language. Results of the literature reviewed from the theories on the teaching of mathematics and English as a second language, as well as on mathematics learning and English as a second language acquisition, have resulted in the emergence of four themes, which are similar to the ones on the teaching and learning of both mathematics and English as a second language; these are: comprehensible input, language processing and interaction, output, and feedback. In this article, the themes are illustrated in a theoretical model and discussed to show how English as a second language and mathematics can be acquired simultaneously. (English as a second language in the South African context is referred to as English as a first additional language.)