Summary

USING TWO LANGUAGES WHEN LEARNING MATHEMATICS

JUDIT MOSCHKOVICH

In this article, Judit Moschkovich examines how bilingual mathematics learners use two languages. The author has studied two sets of studies

1) Psycholinguistics experiments- This study compares monolinguals and bilinguals using two languages during arithmetic computation. (language switching)

2) Sociolinguistic research – These studies explore young bilinguals using two languages during conversations(code-switching)

Research in psycholinguistics shows that adult bilinguals show arithmetic operations more rapidly in their preferred language than in their non-preferred language. The studies also found that language switching does not affect the quality and integrity of thinking at the conceptual level in second language production.

Sociolinguistic research demonstrates that code-switching is governed by specific principles and does not occur randomly. In certain communities, the capacity to switch between languages with ease is a gauge of successful bilingualism. Code-switching also allows students to use mathematical terminology in both languages, thus leading to greater student engagement in class discussions.

Based on these findings, teachers should allow bilingual students to choose which language they use for arithmetic calculations, whether speaking or writing. Assessments should also consider how bilingual students perform in timed math tasks.

Sociolinguistics suggests that understanding bilingual students’ communication requires looking at their background, including their language history, schooling, and attitudes toward using both languages.

The author also suggests that more research is needed to understand how bilingual learners use mathematical discourse and how their dual-language abilities support their learning.

Stop 1

One common misunderstanding of bilingualism is the assumption that bilinguals are equally fluent in their two languages. If they are not, then they have been described as not true, real, or balanced bilinguals and sometimes labeled as ‘semilingual’ or ‘limited bilingual.’(p.g.123)

I paused at this quote because it resonates with my personal experience. Malayalam is my native language and English has been a language which I used for my education, formal communication and professional growth. I am fluent in both Malayalam and English, but sometimes I struggle to recall mathematical terms in my native language, so I use the English terms instead. Similarly, there are times when I have to think in Malayalam because I am unsure of the English terms.

The idea that bilinguals must be equally strong in both languages to be considered “real” bilinguals is limiting and unfair. It disregards the dynamic nature of language learning and use. The fact that one may have difficulties with academic writing in one language or feel more comfortable expressing emotions in the other does not make one less bilingual.

This quote led me to think about the ways in which bilingualism is misconceived. We should recognize that bilingualism exists on a spectrum influenced by individual experience, culture and depends on the situations.

"How has your personal experience with bilingualism shaped your understanding of what it means to be 'truly' bilingual? Do you think fluency in both languages should be measured equally, or should it depend on context and usage?"

Stop 2

Language switching does not affect the quality and integrity of thinking at the conceptual level in second language production. (p.g.127)

I totally agree with this quote. I remember this quote with Renu’s experience as she used her first language to make arithmetic calculations more easy. This is true in my case too, when I need to quickly add numbers in my mind, I naturally count in Malayalam rather than in English. I have noticed the same pattern in my students too. At the same time, when I explain mathematical concepts to others on algebraic expressions, I naturally use English, as that is the language in which I studied these topics in school.

This shows that language switching is a natural process and does not affect my ability to understand or apply mathematical concepts. Instead, it helps me navigate my bilingual experience in a way that supports my learning and problem-solving skills.

Have you ever noticed yourself switching languages depending on the task you are performing? In what contexts do you find one language more natural or effective than the other?