Mentoring teacher trainees of mathematics for ESL learners in post-compulsory education

Abstract

PurposeThe purpose of this paper is to reflect on the experiences and challenges brought about by subject-specific mentoring within a distinctive learning environment, namely, mathematics for English as a second language (ESL) classes for 16-18-year-olds. The reflection is carried out over the stages of the mentoring process during an academic year within a college of further education in England with the purpose of adding to the store of knowledge on mentoring mentees who are specialists in mathematics.Design/methodology/approachThe author employs an auto-ethnographic methodology.FindingsAmongst its conclusions, the author argues that through a mentor demonstrating specific numeracy methods and techniques to mentees, and making them aware of language issues facing ESL learners relating to terminology used in mathematics, mentees are more able to develop their learners’ numeracy skills and relevant language skills, hence facilitating their adaption and integration into the English education system.Research limitations/implicationsResearch on the pedagogy of mathematics teaching, as well as language issues relating to terminology used in mathematics, needs to be considered during the mentoring of teacher trainees who are specialists in mathematics. In addition, specific language issues need to be considered for those mentees who are likely to have ESL learners in their classes.Social implicationsIn challenging some of the conventions of mathematics teaching, the paper addresses issues of inequality through identifying strategies designed to improve the educational opportunities of 16-18-year-old ESL learners.Originality/valueThe originality of the paper lies not only in its focus on the nuances of subject-specific mentoring, within the context of a particular target group, namely, 16-18-year-old ESL learners studying functional skills mathematics in a college of further education, but in its attempts to address the challenges that can arise when contesting, through theory and practice, education conventions.