Politics and Practice of Learning

Mathematics in Multilingual
Classrooms: Lessons from Pakistan

By
Professor Anjum Halai

You are cordially invited to the Marang’s Language Thrust Seminar and workshop
Seminar: Friday, 26th March 2010, 15:00 – 17:00
Venue: Staff Room, Wits Education Campus (formerly JCE)
Workshop: Saturday 27 March 2010, 09:00 – 11:00
Venue: Room M4, Wits Education Campus, Marang Block
RSVP: Minkie Nkwanyana
minkie.nkwanyana@wits.ac.za
(011) 717 3409
In this seminar I report from a study of mathematics learning in multilingual mathematics classrooms in Pakistan.
Multilingual classrooms in Pakistan are classrooms where the language of instruction is not the first, often not even
the second language of the learners. Pakistan is a linguistically diverse country with over 300 dialects and
approximately 57 languages spoken throughout the country’s four major provinces.

Over one academic year, students in English medium secondary classrooms were observed as they worked in small
groups at teacher designed mathematics tasks. Drawing upon illustrative episodes from classrooms, at least three
major findings will be discussed. First, the practices that students engaged in as they undertook mathematics
showed ‘code switching’ or movement between the language of instruction and their own language. This movement
across languages involved a demonstrated need on the part of the learners to understand the language structures,
grammar and vocabulary of the language of instruction. It also involved translation, which is a nuanced and complex
process. Due to these complexities, questions arise about the role of code-switching in aiding the process of learning
mathematics. Second, the discourse of mathematics classrooms, where the mathematics texts employ ‘everyday
phrases’ in the language of instruction, requires understanding the mathematical intention as well as understanding
the language of instruction. Third, the politics of language emerged as a significant element in the classroom
dynamic, thereby suggesting that the role of language in students’ learning should be seen as beyond
communication and cognition. I will end with a discussion of the implications of findings for policy and practice.
1.
 Teachers Workshop: M4, Marang Block
Understanding the Language Structures, Grammar and Vocabulary of the Language of
Instruction in Mathematics Tasks
By
Professor Anjum Halai

One of the findings of research conducted in multilingual schools in Pakistan showed that as students engaged in
mathematics tasks they showed ‘code switching’ or movement between the language of instruction and their own
language. This movement across languages involved a demonstrated need on the part of the learners to understand
the language structures, grammar and vocabulary of the language of instruction. It also involved translation, which
is a nuanced and complex process. Due to these complexities, questions arise about the role of code-switching in
aiding the process of learning mathematics. In this workshop we shall work through a variety of mathematical tasks
with a view of understanding the language structures, grammar and vocabulary of the Language of Instruction in
these tasks.

Our theme for the workshop is: Developing mathematics thinking in multilingual classroom settings

Workshop objectives:
This workshop would provide participants the opportunity to:
 work through a variety of mathematics tasks relevant to the school mathematics curriculum
 collaboratively identify key issues in students’ learning of mathematics in multilingual classrooms
 consider and critique frameworks for developing mathematical thinking in the context of multilingualism
 reflect on the role of languages in promoting mathematical thinking

2.