Abstract
The present research study focuses on how the language of instruction has an impact on the mathematical thinking development as a consequence of using a language of instruction different from the students’ mother tongue. In CLIL (Content and Language Integrated Learning) academic content and a foreign language are leant at the same time, a methodology that is widely used in the schools in the present times. It is, therefore, our main aim to study if the language of instruction in second language immersion programs influences the development of the first formal mathematical concepts. More specifically, if the learning of mathematical concepts in the early ages develops in a similar way if it is taught in the students’ mother tongue and is not influenced by the language used for teaching. Or else, if it can influence the development of the first skills only in the students’ general performance or in certain areas. The results of both the analysis of variance and multiple regression confirm how influencing the language of instruction is when mathematical thinking is developed teaching formal contents in a non-coincidence language. The second language is affecting the resolution of daily life problems, being more competent those students in 1st grades whose language of instruction matched with their mother tongue.
Highlights
The importance of learning and becoming proficient in an additional language has become a milestone in educational policies, and subsequently in the pedagogical lines of many educational institutions in recent years
There are international schools that implement immersion programs where the second language is acquired naturally and tend to teach the entire curriculum in that language, with the exception of Spanish language instruction. We find it interesting to study if subjects such as mathematics, and the learning of mathematical concepts in the early years develops in a similar way regardless of the language of instruction, or else if it can influence the development of the first skills only in general performance or in certain areas
The main aim of the present study is to analyze if the language of instruction used in a particular subject-matter, in this case mathematics, can influence the development of concepts, and the student’s math performance at early ages
Summary
The importance of learning and becoming proficient in an additional language has become a milestone in educational policies, and subsequently in the pedagogical lines of many educational institutions in recent years. There are international schools that implement immersion programs where the second language is acquired naturally and tend to teach the entire curriculum in that language, with the exception of Spanish language instruction. We find it interesting to study if subjects such as mathematics, and the learning of mathematical concepts in the early years develops in a similar way regardless of the language of instruction, or else if it can influence the development of the first skills only in general performance or in certain areas. Does the language of instruction influence the development of the first formal mathematical concepts?
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