Short paper  by Renu Maria Jose, click the link below:

Assignment 1

Onto/Epistemic Violence and Dialogicality in Translanguaging Practices

Across Multilingual Mathematics Classrooms

by

Anna Chronaki, Núria Planas and Petra Svensson Källberg

Summary

This article explores how using multiple languages in classrooms can help address learning inequalities, especially in math classrooms. The author discusses the advantages and disadvantages of allowing translanguaging in classrooms. However, just allowing different languages does not solve the problem, as schools prioritize one main language, which excludes certain students. This study is based on the ideas of the philosopher Mikhail Bakhtin, who believed that language is not just about following the rules but it the interaction and conversation between different voices. The authors use the idea of dialogicality to explore whether using multiple languages in classrooms makes inclusive learning.

The researchers look at how monolingual education systems in Europe impact multilingual students. They explore two main questions:

1. How does onto/epistemic violence appear in multilingual classrooms?
2. Can translanguaging help create a more open and inclusive way of learning

The study explores 3 acts in which onto/epistemic violence persists in classrooms where students must adhere to a single language and a rigid approach to learning math. Because of this monolinguistic approach , students can not relate the math problems to their daily life and they struggle in the classroom.But , teachers think it as their refusal to participate in math activities in the classrooms.

In Act 3, a mathematics teacher plans a lesson in a classroom where there are 8 language-speaking students. They got the opportunity to solve the math problem in their language which made them confident and the classroom activity became joyful.These kinds of small moments of resistance, when students use their home languages or challenge strict language norms, can create "cracks" in the system. These moments encourage dialogicality, fostering a more interactive and inclusive learning environment that values diverse voices and perspectives.

In conclusion, the authors argue that while translanguaging can support multilingual students, it is not enough to dismantle the dominance of monolingual and rigid educational structures. The risk of onto/epistemic violence will always exist, but minor acts of dialogicality where different languages and learning styles are embraced can pave the way for a more equitable education system. 

Stop 1

We want to continue, but it (translanguaging) takes time. It takes a long time. They did only three, four tasks or something in the lesson that lasts an hour. They should do at least 20 tasks. So, they lost some time here. I will replace it."(p.121)

As a teacher, I often feel the pressure to cover all the required lessons while also supporting my students. This teacher’s experience shows a common struggle—translanguaging helps students, especially those learning a new language, but it takes extra time. I’ve seen how letting students use their home languages boosts their confidence and understanding, yet there’s always the worry of falling behind in the curriculum.

This makes me wonder: How can we support multilingual students without feeling rushed? 

Like this teacher, I’ve faced the challenge of balancing inclusivity with school expectations. To truly help all students, we need more time, training, and flexibility in the curriculum so that using different languages is seen as a strength, not a setback.

Stop 2

"We can only speak our language during breaks. But even then, teachers think we shout or swear to each other. And they get angry at us. They tell us to stop speaking tsigganika at school.(p.117)

 As we previously discussed in other blogs, having a common language is important for students’ future opportunities, but that doesn’t mean we should neglect their home languages. This quote reminds me of situations in my own classroom where students felt hesitant to speak their native language, fearing it wasn’t accepted. I’ve seen how this can lower their confidence and participation in learning.

This makes me reflect on my teaching—how can I balance the need for a common language while still valuing students' linguistic identities? Simply allowing multilingualism is not enough; we need to actively create a classroom culture where all languages are respected. Encouraging students to use their home languages alongside the common language can help them feel valued while preparing them for the future.

Those who are interested can check out this website :

https://www.theallaccessclassroom.com/5-simple-ways-to-invite-translanguaging-and-all-its-benefits-into-your-classroom/  which gives practical strategies for educators to use multilingualism in classroom in an effective way.

 Mathematics? I Speak it Fluently

by

David Pimm

In Mathematics? I Speak It Fluently, David Pimm emphasises the distinct nature of mathematical language compared to everyday English and the importance of communication in mathematics education, focusing on how mathematical meaning is conveyed between teachers and students. This communication should be verbal, with pictures and symbols. Mathematical symbols are concise ways to represent relationships, and students need to understand this system to use symbols effectively and express their mathematical thoughts. He says that the main role of a math teacher is enhancing fluency,both oral and written in mathematical language. He presents three perspectives on math as a language: it's part of English, a universal shorthand, and a unique language.

Mathematics English and Ordinary English

In most of the mathematical classes, we use a mixture of ordinary English words and mathematical English words. This sometimes results in errors or confusion. As an example,he takes "What is the difference between 30 and 7?

the possible answers are:

• 30 is greater than 7
• 30 is even and 7 is odd
• and some students say 23

We write 8-4 but sometimes say 4 from 8 where the written left to right order is different from the spoken order.

In mathematics, language is precise, and there are few synonyms, meaning each term has a specific meaning. The same mathematical operation can be expressed in different ways, but the order in which operations are performed is crucial. For example, addition (e.g., 2 + 3 = 5) and multiplication (e.g., 2 × 3 = 6) can be done in any order without changing the result. However, subtraction (e.g., 5 - 2 = 3) and division (e.g., 6 ÷ 2 = 3) must be performed in a specific order; reversing the order changes the outcome. Some students mistakenly believe that you should always subtract or divide the smaller number from the larger one, but this isn't always true. In everyday language, numbers often describe nouns, acting like adjectives. For example, in "three apples," "three" describes how many apples there are. In mathematics, numbers function as nouns themselves. The position of numbers and symbols is also important. For instance, in the number 23, the "2" represents twenty, but in 32, the "2" represents two. The size and position of numbers can show different relationships, so understanding the context is essential.

Metaphor

In mathematics education, metaphors serve as cognitive tools, mapping familiar experiences onto abstract concepts to aid understanding. However, relying on metaphors can sometimes lead to misconceptions if students interpret them too literally or apply them inappropriately across different contexts.Metaphors in mathematics can lead to confusion when taken too literally. He suggests that children's difficulties with math concepts may arise not only from their abstract nature but also from how these ideas are presented and communicated.

Stop 1

"Mathematics is notorious for attaching specialised meanings to everyday words, words which already have meanings."(p.140)

When I read the article, this sentence resonated with me and made me think about the picture shown below which I have seen before.

www.reddit.com(pic credits)

Root in everyday life means part of the plant underground whereas in Mathematics, it represents square root. This duality creates barriers for students, as they may assume the meaning of mathematical operations based on their everyday life experiences. As we said before in class, some words give a related meaning to that mathematical concept like in Malayalam, even "iratta" which means twins and odd (otta) means alone. But there are other words which have no connection to the exact mathematical meaning of that words.

This makes me reflect on how deeply language shapes mathematical understanding. It raises some questions like how do we ensure that mathematical terminology is introduced in a way that minimizes the misconceptions?

Stop 2

"Many kids difficulties with mathematics may be due more to the complexity of wording or written material rather than the mathematical task being requested."(p.149)

I completely agree with this. In academic resources. many students' difficulties in math is due to the complex wording, technical vocabulary and abstract phasing.

As an example,"A farmer has 3 times as many apples as oranges. If he has 12 oranges, how many apples does he have?"A student struggling with the wording might not immediately recognize that "3 times as many" means multiplying 12 by 3. The difficulty is not in performing the multiplication but in interpreting the language of the question.

This issue is especially challenging for students who are multilingual learners or have weaker reading comprehension skills. Even students proficient in the language may struggle when everyday words are used in specialized ways in math.

Reference

Language in the mathematics classroom - Scientific Figure on ResearchGate. Available from: https://www.researchgate.net/figure/Mathematical-words-and-their-everyday-usage_tbl1_44296272 [accessed 17 Feb 2025]

 TEACHING MATHEMATICS IN TWO LANGUAGES: A TEACHING

DILEMMA OF MALAYSIAN CHINESE PRIMARY SCHOOLS

by

CHAP SAM LIM and NORMA PRESMEG

As we discussed in the previous blog, this blog is also related to code-switching and the challenges of bilingual mathematics instruction in Malaysian Chinese primary schools, focusing on the impact of the government’s language policy shift. In 2003, Malaysia mandated that mathematics and science be taught in English (PPSMI policy) to enhance English proficiency and access to global scientific knowledge. However, this created challenges for Chinese primary schools, where Mandarin had traditionally been the medium of instruction. To make it easier, these schools adopted a bilingual approach, teaching mathematics in English and Mandarin.

They conducted a qualitative research approach to determine how teachers and students navigate between English and Mandarin in their mathematics classrooms and the results are given below.

• Teachers often switch between English and Mandarin to ensure student understanding.
• In higher-performing classes, English is used more frequently, while weaker classes rely heavily on Mandarin.
• A significant amount of class time is spent translating mathematical terminology.
• Stronger students prefer learning mathematics in English as they see its future benefits. ("I like it because…we can learn two subjects (English and Mathematics) at the same time"p.154)
• Weaker students prefer Mandarin as they struggle with English comprehension.
• Most students support bilingual instruction as it helps them prepare for secondary education, where English is the primary medium

Stop 1

"interviews with pupils suggested that even though pupils admitted that they were not so good at English, many of them preferred the PPSMI policy to continue. The two main reasons were (1) the importance of English for their future careers and (2) for their future studies such that they can cope well with their mathematics lessons in secondary school, which they understand will be in English, all the way to university"(p.158-159).

This quote shows that students find learning in English difficult, but they still prefer it because they know it will help them in higher education and future jobs. In India, I saw a similar situation—many students struggle with English at first, but since most higher education is in English, they eventually adapt. However, some students fall behind if they don’t get enough language support. In BC, schools help ELL (English Language Learner) students by gradually introducing English instead of forcing it too soon. This way, students understand math better while improving their English skills. A better approach might be to teach math in a student’s first language while slowly introducing English. This helps them grasp math concepts without struggling too much with language, making learning smoother and more effective.

Stop 2

"For the past decades, the mathematics achievement of students in Malaysian Chinese primary schools has been consistently higher than that of their counterparts in the national and Tamil schools. There exists a strong belief that students in Chinese primary schools are better in mathematics because of the systematic Chinese numbering system, the abstractness of the Chinese language, and the teaching approach that puts great emphasis on “practice makes perfect,”"(p.156)

This quote suggests that the high math achievement in Malaysian Chinese primary schools is due to the Chinese numbering system and a focus on practice. For example, after the number, “ten,” it is “ten-one,” “ten-two” in Chinese, but a peculiar “eleven,” “twelve” in English. Likewise, the Chinese way of expressing a fraction is descriptive, such that “one quarter” (in English) is expressed in Chinese as “one part out of four parts”(p.156).These linguistic features likely help students develop a clearer understanding of math concepts, contributing to their higher performance.

We need practice to make the concepts clear, but sometimes this leads to memorization rather than understanding. Students may know all the multiplication tables and formulas, but they don't always understand the mathematical logic and concepts behind them. When I came to BC, everything was so different, math teaching, math teaching through embodied learning, everything was new. Now, I appreciate the way we teach math in BC, which focuses on inquiry and conceptual learning.

How do you encourage students to focus on understanding the concepts behind math, rather than just memorizing formulas and procedures?

Teacher Code Switching Consistency and Precision in a Multilingual Mathematics Classroom

by

Clemence Chikiwa & Marc Schäfer

Summary

This paper reports on a study that investigated teacher code-switching (switching between languages)consistency and precision in multilingual secondary school mathematics classrooms in South Africa. They investigated whether teachers use code-switching consistently and precisely to help students understand mathematical concepts. The study focused on three high school math teachers in township schools, all teaching in English but switching to isiXhosa, the student’s home language, when necessary. Their findings reveal an important lesson: not all code-switching helps students learn.

Findings

• Inconsistent code-switching-Teachers switch the languages in an unpredictable and unstructured way where some lessons had frequent code-switching and others had very little. Even the same teacher code-switched in different patterns from lesson to lesson.
• Most code-switching happened during questioning and explanations – Teachers often switched to isiXhosa language when asking questions or explaining difficult concepts.
• Borrowing and Adding English words Instead of fully translated mathematical terms-Teachers often use isiXhosa prefixes to English words. Eg: "i-kite", "ku-Cosine")
• Lack of mathematical precision: Some word switching could confuse students rather than mathematical understanding. For example, the word Bala was used for calculating, writing, finding and solving, while teaching the same lessons generates confusion among students rather than understanding.

The study concludes that code-switching should be planned and systematic, ensuring consistency and precision so that it helps, rather than hinders, mathematical understanding.

Stop 1

"..participating teachers’ forms of expression and content when code-switching was formulated substantially in everyday terms when code-switching. While we maintain that such a practice is appropriate, particularly for an introductory lesson, it can lead to a situation where learners are not exposed to a cognitively more substantial domain, such as Dowling’s (1998) esoteric domain."(p.248)

This quote talks about a big challenge in multilingual math classrooms. Teachers use simple, everyday language for teaching math for the best understanding of concepts. This is good for starting a lesson, but if students do not learn formal math terms later, they might only understand the basics and struggle with deeper concepts. However, switching languages in primary-level math is essential as they are just introduced to math concepts and we have to connect math to their daily life.

For example, the teacher can introduce division by the concept of sharing questions/situations related to their daily life by using a common language." If you have 12 mangoes and need to share them equally among four friends, how many will each get?" This gives a strong foundation, but at the same time staying at this level for too long is limiting. If students only associate division with sharing objects, they might struggle when encountering formal word problems or algebraic expressions involving division. That’s why transitioning to precise mathematical language is important.

Stop 2

"There is an obvious gap between school mathematics texts written in formal language and code-switching practices that are mainly conducted in informal and imprecise language. Best practices would be those that aimed to reduce this gap."(p.254)

This statement stood out to me because it connects with my experiences as both an international student and a math teacher from India. Growing up, I had to switch between Malayalam and English while learning math, and sometimes, concepts did not translate easily between the two languages. As a teacher, I saw how students who spoke different languages at home struggled with the formal math language used in textbooks, even though they understood the ideas when explained in their everyday language. When I moved to Canada for my studies, I faced a similar challenge—formal math discussions sometimes felt unfamiliar because they followed a different way of thinking and speaking.

In India, we say 1 by 2 for 1/2 but here it is 1 over 2 then I need one more second to process the idea because I am used to the first usage. These small shifts in terminology happen all the time when moving between different educational systems, and they can subtly slow down the understanding of concepts. 

During my school years, Malayalam was the medium of instruction until grade 10. Then, in grade 11, everything was suddenly taught in English. This shift was challenging, especially with the pressure of the grade 12 public exams. I had to adjust not only to new subjects but also to a new language of learning. Concepts I had understood well in Malayalam felt unfamiliar in English, and it took extra effort to bridge the gap. This made me realize how language can be a barrier to learning math and other subjects, especially for Indigenous students whose languages may not have formal math terms. 

Question

How can we help students use their home language in math while also learning formal math terms without feeling confused or left out?

Chikiwa, C., & Schäfer, M. (2016). Teacher Code Switching Consistency and Precision in Multilingual Mathematics Classroom. African Journal of Research in Mathematics, Science and Technology Education, 20(3), 244–255. https://doi.org/10.1080/18117295.2016.1228823