Maths beyond pictures

Abstract

We all fall into the same trap, sometimes. It is an easy thing to do when teaching pupils in the later stages of learning English as an additional language (EAL). We find ourselves assuming that, because they can communicate all of their needs, participate in all playground games, follow instructions to the same extent as their peers, and chat away all day long (perhaps they are the ones that never stop), then they must also be able to cope with the language demands of the classroom. We are aware of their grammatical errors in English because it is evident in their writing, and we work hard to support them in this. But what about their learning in other subjects? Studies show that EAL pupils often underachieve more in maths than in English, proving the extent to which the subject is about language. This is an area in which many teachers require further support. We are using children’s conversational fluency to overestimate their cognitive academic language proficiency (CALP), that is, the language they have available to them for academic study. As it usually takes between five and seven years for an EAL pupil’s CALP to reach that of an average first language English speaker, the primary years are a crucial time for its development, and a time when it should always be assumed that extra language support is needed. The old EAL adage of using visual images and culturally-relevant examples, while important, is not enough.