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Running Head: PROFESSIONAL DEVELOPMENT PLAN 1
Professional Development Plan

for Teaching Mathematics in a Multilingual Classroom
Mila McMackin
University of New Brunswick

Dave Wagner 4-4-14 6:28 PM
Comment [1]: Well wiitten. Well
oiganizeu. Thoughtful. Biawing on
appiopiiately chosen ieauing.

Nay I use a copy of this as an exemplai foi
futuie stuuents. Anu if so, woulu you like
youi name on it oi woulu you piefei
anonymity.
PROFESSIONAL DEVELOPMENT PLAN

2
Abstract
This paper explores 8 published articles and a book that explore multilingual mathematics
classroom in varying contexts. In all of these contexts the students are English language learners
(ELLs). Some of these contexts are students learning mathematics from a native English speaker,
teachers sharing a home language with the students and using English as the language of learning
and teaching (LoLT), students with varying home languages all in the same classroom. The term
multilingual classroom refers to a classroom where there is more than one language spoken by
the students within the class. After exploring some suggestions pertaining to questions I have
about teaching mathematics in a multilingual classroom, I will attempt to develop a professional
development plan for my future career in teaching mathematics, hopefully in a multilingual
context.

Keywords: multilingual classroom, English language learners

Comment [2]: You uon't have to heuge.
You ARE making a PB plan. I guess you
coulu say you uon't know how goou it is if
you want to heuge, but I uon't iecommenu
saying that eithei.

3
for Teaching Mathematics in a Multilingual Classroom
When I began this course in mathematics language and mathematical discourse I was
unsure of what the word discourse meant or the numerous implications for language in the
mathematics classroom. Now that we have gone through the course, not only am I familiar with
the term mathematical discourse, my awareness of the possibilities of language and how affects
the mathematics classroom has increased. I am attempting to link my learnings and ideas about
mathematical language and discourse to the struggles and success that may occur for English
Language Learners (ELLs) in the multilingual mathematics classroom.
Some of the questions that I have had throughout the course pertaining the multilingual
mathematics classroom are:
1. How is math learning affected by using a LoLT other than ones home language?
2. Should students be allowed to use home languages in a classroom with a different LoLT?
3. How do you use a LoLT other than the students home language without losing math content?
4. How do you find a balance between math focus and language focus? What does the balance
look like?
5. What is the best way to support ELLs in a math classroom? What are the best skills to support
ELLs in a math classroom?
I have attempted to find some answers to resolve these questions through the following
research about multilingual mathematics classrooms. I will use these questions to guide the
direction of my paper.

Comment [3]: Those aie goou questions.

Also, you wiite veiy cleaily (I uon't know
wheie to say this but I shoulu say it
somewheie.)

4
The Effect of a LoLT other than a Students Home Language
When I was learning math, I learnt it in English, which is my home language, from
grades kindergarten to grade five. After that, I learnt math in French. When I was in grade 11, I
switched back to English. Although I had no trouble switching back and forth between the
languages, this is not to say that others in my class did not suffer, or that my contextual
understanding of math did not suffer. The most of the work that I did when I was in middle and
high school was procedural; there were no conversations about math in math class. I think the
conceptual and conversation oriented approach to math that has been encouraged in classrooms
in the recent developments of education changes how students need to understand and interact
with math. Barwell (2005) describes this by differentiating between conversational English used
and academic English. Students may appear to have a good grasp on English however it often
takes more time for academic English, therefore mathematical English, to develop. (p.330) This
means that if students are asked to communicate mathematical thoughts and ideas after only
having been learning English for a short period of time, they will have difficulty and may only be
able to express themselves at a surface level as opposed to a deeper mathematical level.
Barwell (2005) suggests that one of the particular challenges for ELLs, in the mathematics
classroom, is understanding math problems. (p. 331) Students have problems with understanding
the full context of the problem along with the words used in the problem. Setati & Adler (2000)
say that, Poor performance of bilingual learners thus cannot be attributed to the learners
language proficiencies in isolation of wider social, cultural, and political factors that infuse
schooling. (p. 245) Barwell states that, like other researchers, he has found tensions in
multilingual classrooms between language, mathematics and socio-political context. (p. 331)
The teachers role in these tensions is mediating the relationship between these three things.
Comment [4]: I agiee. Bowevei, I'u say
it's not only a iecent thing. But it is moie
wiuely accepteu.
Comment [5]: When iepoiting on otheis'
ieseaich, I like to auvise my stuuents to say
something about the context of any finuing
they cite. So heie, you'u auu a few woius in
the sentence to say how he came to this
uiffeientiation.

(Anu I hope you will be my stuuent again
some time. I'u encouiage you to uo a
masteis some time. I'u be happy if you uiu it
with me. But I'u suppoit you looking to uo it
elsewheie too. I'm well-connecteu, so I can
piobably help you get in wheievei you want
to go.)

5
Depending on the context, it seems that how the relationship is mediated changes. There needs to
be understanding, by the teachers, that language is not only communication device for thoughts
and ideas but that language is political and cultural and that these political and cultural aspects of
language effect mathematical language (Setati, 2005, p. 452) I believe this to be an extremely
important point because language can be seen as separate from culture and mathematical
language in particular is seen as being a-cultural, when in fact it is not.
Learning math and learning English is a double and daunting burden, tools were elusive,
either too embedded in the teacher knowledge or less of a problem than articulated lack of
multilingual focus. (Adler, 1998, p. 25) I agree with the statement that there is a lack of a
multilingual focus often the teachers think that the student is just mathematically weak and
therefore will not ever understand, or that the students is lazy. In reflection of this idea, I thought
of one student in particular at my practicum school, he is from China and is often seen falling
asleep in classes and does not seem to engage with the mathematics that is being taught in class.
My co-operating teacher has no patience with him and sees this students issue as being lazy. I
took it upon myself to make sure that I connected with this student once per class to gage
understanding. I think my effort in doing so taught me that the student is so weak in his ability to
understand the English language in the classroom that he just checks out. This lack of a
multilingual focus and effort by my cooperating teacher will be to the disadvantage of the
student who will continue to fail assessments in that mathematics class.
One of the most important things I think that Adler (1998) mentions is that teachers need
to identify, recognize, talk about, and act on the tensions in their practice. Problematizing
communication and language development through a language of teaching dilemmas,
highlighted by the multilingual mathematics classroom, could enhance teachers decision-
Comment [6]: You have inconsistency in
youi punctuation aiounu citations. Foi APA,
the piopei way foi the highlighteu pait is
this:

focus (Adler, 1998, p. 25).
Comment [7]: I'm glau you say "I think".
It botheis me when people say something is
the most impoitant as if this is some soit of
objective assessment.

If you say something is impoitant oi
especially impoitant, I think it's a goou iuea
to say why it is impoitant, oi why you think
it is impoitant (oi why you think you think
it is impoitant). BTW, I too think this Aulei
iuea is impoitant. Recognizing tensions is
iealistic. The alteinative is to choose one
siue of an aigument always, which is usually
a uangeious piactice.

6
making in crucial moments of practice. (p. 32) To me, this means that teachers need to talk about
issues of language and dilemmas they may encounter, once these things are talked about then
actions need to be taken. In a multilingual classroom, language cannot just be ignored, which has
been my experience in the past at schools in New Brunswick.
Adler (1998) says there are a variety of tensions that arise in the multilingual classroom.
They are seen as binarys but it is never either or in the classroom. There is no explicit answer
choices that arise and are made deliberately and not deliberately. These tensions are the access to
LoLT, access to math discourse, access to classroom discourse. (p. 32) I think this speaks to the
complexity and differences in contexts that arise. Each classroom is different and the teachers
experiences and the students experiences are all different. It seems; therefore, that like most
things, two contexts are never the same therefore it solutions cannot be made to fit every
situation perfectly.
Usage of Home Languages in Math Classrooms
The debate of using home languages in a classroom where the LoLT is not the first
language of the learners is something that I have experienced in my language classes. Some feel
that the usage of the language detracts from students ability to learn the new language while
others feel it acts as a support. Probyn (2001) examines this same debate in a discussion with a
math teacher in South Africa, their [the teachers] main focus was on communicating content,
although they were conscious of the need to support the students English learningnot with the
sole aim of making them English speakers but then with the sole intention of helping them
understand the concepthard to strike balance[using mother tongue] might help them
understand the concept, do their mathematics, but then its also killing their English. (p. 257) I
think it depends on the level of the language learners as well as their purpose in taking math in
Comment [8]: 0kay, so you aie saying a
bit about why you see it as impoitant.

0f couise, you coulu always say moie. Bow
woulu it enhance this uecision-making.

7
English. This, again, is something that has to be determined based on the class that the teacher is
a part of.
Probyn (2001) goes on to further explore how teachers used the home language. Teachers
repeated the question in the home language when the students did not understand, if they realized
they had not reached everyone in the class, or they used the home language to appeal to students
to start a lesson. The majority of cases found that the home language was used to create a relaxed
environment, to reassure students, and to make them feel confident, other uses of the home
language included participation invitations and cooperation negotiations, and to relate to
students everyday lives. (p. 259) The differences of this context to the context that I will most
likely be teaching in, is that I will in most cases not be able to speak the home language of my
students. This is will create a very different context and may effect my ability to connect with
my students. Without having a shared home language with my students, I think it is important to
get to know my students background language experience and to make a strong connection based
on my want for them to succeed, which is important in teaching any student.
Clarkson (1992) argues that the two or more languages that students have access to
should not be separate systems, they act on one another therefore students competency is
increased and the learning environment is more positive if a student is able to make use of the
languages he or she has access to. It keeps a connection between the students indigenous culture
and the new culture he or she is becoming a part of. (p. 418-419) This coincides with the
discussion we had in class about why having two or more languages in a classroom is seen as
being a problem. We asked the question why can it not be seen as something positive? I think
one answer to this, may be that teachers who only have the ability to speak English may feel
disadvantaged in the classroom if students are communicating in a language that they cannot
Comment [9]: stuuents'
Comment [10]: stuuents (no
apostiophe)
Comment [11]: stuuents'
Comment [12]: a stuuent's competency

oi

stuuents' competency

BTW, I've noticeu a few typos that aie ieally
minoi, but I'm being moie caieful to note
youi issues with apostiophes because it
seems like a geneial aiea foi giowth.
Comment [13]: Theie aie uiffeient
conventionspiactices on whethei oi not to
capitalize Inuigenous oi Aboiiginal. So to
capitalize oi not is fine, just be suie to be
consistent. Anu if it is a cential aiea of youi
wiiting you shoulu know why you choose
one ovei the othei.

8
understand. Barwell (2005) says that students who have high proficiency in all of their languages
are more apt to be cognitively advantaged. (p. 330) This makes me consider how I may
incorporate students home languages into their mathematical education if the LoLT is different.
Adler (1998) speaks of some of the beliefs that teachers hold about students success.
Some teachers believe that their lack of success is because of the English language, some believe
that math is just difficult and people have trouble with it no matter the language, and others share
a bit of both beliefs. Another belief is that sometimes the learners home language is needed for
understanding. Some did not agree with this. They believe that assessment is in English therefore
LoLT should be in English and the home language should not be used. (p. 25) This number of
multiple beliefs on students success in the multilingual mathematics classroom maps out just
how complicated this issue is. I think I would agree with those who believe that their success is
somewhat based on their language ability and somewhat based on the mathematics ability, but I
disagree with those who believe that learners home language is not needed for understanding. I
believe that for some students their home language will be needed for success. The interchange
between English and their home language may be where success lies for the one type of learner. I
believe that people learn in such a variety of contexts that to dismiss the possibility of students
being able to learn with their home language as a tool could be disadvantaging them.
Teaching without Losing Content
Part of understanding the math is understanding the language used to describe it. As the
mathematics teacher noted, you want them to master the concept, but then thats via the
language, (Probyn, 2001, p. 256) to me this says that it is difficult to separate the math learning
and the language learning, they are intertwined. I think there are two ways this can be
interpreted. The meaning of mathematical words and the structure of mathematical words do
Comment [14]: Etc.
Comment [15]: So the ieason foi my note
above iegaiuing the context of the citeu
authoi's claim .

TBe way you wiite this you aie iesting on
the authoiity of Piobyn. It woiks foi anyone
who tiusts the woik of Piobyn oi tiusts
anything publisheu in iefeieeu jouinals
(which, I woulu say, aie much moie
tiustwoithy than othei things, but still
waiianting a measuie of ciitical ieauing). It
also woiks to the extent that it matches up
with the ieauei's expeiience. Some
ieseaicheis call this 'veiisimilituue' - the
justification is in the ieauei's iesonance
with the uesciiption - even if you aie
pointing out something they haven't
thought about they can ieflect anu notice it
in theii own expeiiences.

But it's bettei yet to say what in Piobyn's
stuuy leu hei to say this. The ieauei woulu
still have the ieasons to tiust it as I note
above, but we'u have the auueu iesouice of
knowing how anu wheie it fits best.

I know I'm being supei picky on this, but
that's because I think you have a lot of
potential going fuithei in ieseaich (N Eu oi
fuithei). This will be useful to you then
(anu, I aumit, most PhBs have tiouble uoing
what I am asking above, but the ieally goou
ones aie caieful). But even if you uon't uo
fuithei ieseaichacauemics, the same
auvice goes foi ieflection anu contiibutions
to piofessional anu peisonal conveisations.
Bon't iest on the authoiity of attiibuteu
quotations. These people you quote, be
awaie of anu say what theii iueas iest on.

9
reflect some of the concepts and therefore that meaning is important, but also the words used to
describe concepts and procedures can become problematic if an ELL does not know enough
English to understand simple instruction.
Probyn (2001) suggests that one way she avoids getting caught up in teaching the
language is The only words that [she is] going to use are the words that are going to help them
understand. (p. 261) This suggestion is along the lines of speaking simply and clearly and
avoiding unnecessary clutter when speaking. Probyn (2001) also says, correction of a students
pronunciation is important so that when that student is speaking to someone else that other
person will understand him or her. It is striking balance between English and math (p. 261) I
think finding the balance between English and math is dependent on the class that is being
taught. I also think that the balance lies in making sure that students are able to communicate
math ideas without being misunderstood but also without becoming frustrated with corrections or
fearful to speak.
Finding a Balance
One methodology that I found that supports the balance between content learning and
language learning is content and language integrated learning (CLIL). The aim is that students
will learn content and language at the same time. (Favilli, Maffei, Peroni, 2013, p. 374) One
suggestion in finding the balance is to take into account the dynamics of the classroom
interaction and the types of language used in different situations. The next suggestion would be
to plan lessons to make different types of language occur, this occurrence will allow
developments on different types of language usage. The teacher needs to be aware of their
impact and management during classroom activities (Favilli, Maffei, Peroni, 2013, p. 380)
Comment [16]: Yes. The big conclusion at
the biggest confeience on math eu in
multingual contexts (ICNI topic stuuy in
Biazil a couple of yeais ago) was that
eveiything ielating to language is stiongly
uepenuent on context.
Comment [17]: I agiee except a ceitain
amount of fiustiation is goou. It means you
have a pioblem , oi, in othei woius, it
means that the pioblem is inteiestingieal.
Comment [18]: But heie I agiee
completely. Feaiful to speak is ieally nevei
goou.

10
Setati & Adler say that learners need to talk to learn, and such talking to learn is a
function of fluency and ease in the language of communication (p. 246) I think this applies to the
context of math learning because without any focus on the language students can lose meaning
and understanding. As mentioned above, I think finding a balance means allowing students to
practice different types of language usage, which means using a variety of classroom activities.
Teachers need to make sure that students feel comfortable in their classrooms, especially
multilingual classrooms, teaching-learning communication was restricted tofinal draft
utterances in English, seemingly devoid of meaningboth the teacher and the learners not
having the opportunity for talking to learn and hence for conceptual exploration through more
informal language forms. (Setati & Adler, 2000, p. 246-247) Without a sense of comfort
students will not feel they can participate in mathematical discussions and therefore
mathematical learning is lost because students will not communicate ideas between themselves.
As I have learned in my past experiences, some of the best learning can come from conversations
with peers.
Best Support for ELLs and Best Skills to have as a Teacher
Moschkovich (1999) says to use several expressions for the same concept, use gestures to
clarify meaning, to accept and build on student responses, revoice, focus on vocabulary and math
content, uncover mathematical content in student contributions, and bring different ways of
talking on the same point and different points of view on the same point. (p. 11) These
suggestions are similar to a lot of the suggestions I have heard in my experience as a teacher for
ELLs. The last few are more mathematical specific but I think in general when teaching ELLs it
is important to incorporate a number of these skills so that students have an opportunity to catch
something in a multiplicity of ways.
Comment [19]: Noshkovich has been
hugely influential, which is paitly why these
suggestions aie out theie. But also, any
goou teaching suggestions will align with
things uiscoveieu by thoughtful
piactitioneis who tiy new things (they will
leain much the same things as a ieseaichei
leains).

11
Specifically in mathematical discussions Moschkovich (1999) suggests modeling,
supporting students who use modeled talk, encouraging conjectures and explanations, calling for
explanations and using evidence for statements, focusing on process not only product,
comparing, engaging students in for or against statements, encouraging student to student talk,
paraphrasing each others statements, and structuring activities so that students have to
understand one another. (p. 12) I think these are good suggestions not only for ELLs in a
mathematical discussion, but for mathematics students in general. These practices are especially
important for ELLs because they are able to process information in a number of different ways.
Moschkovich (1999) says that it is important to move past grammar and vocabulary
errors to keep discussion mathematical. (p. 19) I agree with this if the errors do not effect the
ability for other students to understand what is being stated by the person talking. If it does
disrupt the flow then the error should be addressed.
Conclusion
Setati (2005) said it best when she said, the relationship between language and
mathematics education in multilingual settings is clearly complex. It involves the positioning of
more than one language and the learners participation in a range of Discourses (Mathematical
and nonmathematical. (p. 463) This complexity results in variety of notions about ELLs in the
mathematics classroom. It is undeniable that tensions will arise, some of them between English
and math learning, talking within math vs. talking about math, transparency: visible seen and
usable vs. invisible language becomes the vessel rather than the focus. (Adler, 1998, p. 30-31)
Barwell (2009) says that tension is an irresolvable issue (p. 167) and if that is the case then there
needs to be solutions on how to deal with these issues in the mathematics classroom. Setati and
Adler (2000) suggest that further research, curriculum and development programs need to be
Comment [20]: Anu this aligns with goou
math teaching too. Bon't focus on eiiois
anu what people get wiong. Focus on what
they aie tiying to uo with autonomy anu
piaisingencouiaging theii autonomous
goou thinking.
Comment [21]: Yes, this line is pietty all-
encompassing.

12
tailored for English foreign language or English additional language environments and primary
and secondary classrooms. (p. 265) I agree with this statement, and as it becomes more apparent
to the research that needs to be done and the complexity of the issue, I think I am becoming more
interested in ELLs in the mathematics classroom.
After exploring the topic of mathematics in multilingual classrooms I have found a
deeper interest in exploring this topic further. With the research that I have done, I have decided
that these are the next steps that I would like to take in my professional development in this area.
Here are three goals that I have set out for myself to achieve over the next five years.
Professional Development Goal Rationale behind Goal Steps to Achieve Goal
Gain experience teaching in
multilingual contexts
The more experience I have
the more I can relate
experiences, try different
solutions, and view different
contexts
Teach outside of Canada in a
school teaching English to the
citizens of that country
Teach outside of Canada in a
school that has students from a
variety of different language
backgrounds
Teach in Canada in a school
that has ELLs
Share and discuss my
experience with other
professionals who have had
multilingual experience
Discussion with other people
broadens and deepens my
thoughts and my ability to
think about my experiences
and my ability to relate my
experiences and my ability to
think of new questions, or
solutions to old questions
Create strong relationships
with my colleagues in the
different schools that I teach
in
Keep in contact with
colleagues that I work with, at
RNS, at UNB, and in other
schools I teach in
Do a Masters program that
allows me to think and explore
deeper into multilingual
mathematics classrooms
I am interested and intrigued
by this topic and it is an area
that I would like to continue to
explore, it only makes sense to
explore something that
interests me and has the
potential to be beneficial
Get some experience teaching
in different contexts
Attend professional
development conferences in
this area
Apply to a Masters program.

Comment [22]: With youi goals anu
iationale below you ieminu me of a fiienu
of mine, ulauys Steienbeig, who is a
ieseaichei but has not become as
piominent as she might have because of
some unanticipateu family issues.
Neveitheless, she was veiy intentional
about choosing expeiiences that woulu
suppoit hei goals (to woik at a univeisity)
. aiming to woik in uiveise piofessional
settings anu uevelop impoitant expeiiences.
0theis of us aie not neaily as intentional,
which woiks out in its own way often, I
suppose.
Comment [23]: As noteu above, I'll
suppoit you in applying to any Nastei's
piogiam, anu be pleaseu if you choose ouis.

13
References
Adler, J. (1998). A Language of Teaching Dilemmas: Unlocking the Complex Multilingual
Secondary Mathematics Classroom. For the Learning of Mathematics, 18 (1), 24-33.
http://www.jstor.org/stable/40248258?seq=2
Adler, J. & Setati, M. (2000). Between languages and discourses: Language practices in primary
multilingual mathematics classrooms in South Africa. Educational Studies in
Mathematics, 43 (3), 243-269.
http://link.springer.com/article/10.1023/A:1011996002062#
Barwell, R. (2005). Working on arithmetic word problems when English is an additional
language. British Research Journal, 31 (3), 329-348. doi:10.1080/01411920500082177
http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=0e6c5600-b88b-4c41-a3aa-
51e4b31a1434%40sessionmgr112&vid=2&hid=118
Barwell, R. (2009). Multilingualism in Mathematics Classrooms: Global Perspectives. Bristol:
Multilingual Matters.
http://web.a.ebscohost.com/ehost/ebookviewer/ebook/ZTAwMHhuYV9fMjg3MzcyX19
BTg2?sid=2cd51733-3033-4103-b271-
58ac5dc3d5d0@sessionmgr4003&vid=1&format=EB&lpid=lp_1&rid=0
Clarkson, P.C. (1992). Language and mathematics: A comparison of bilingual and monolingual
students of mathematics. Educational Studies in Mathematics, 23 (4), 417-429.
http://link.springer.com/article/10.1007/BF00302443
Favilli, F., Maffei, L., & Peroni, R. (2013). Teaching and Learning Mathematics in a Non-native
Language Introduction of the CLIL Methodology in Italy. US-China Education Review, 3
(6), 374-380. http://files.eric.ed.gov/fulltext/ED543810.pdf

14
Moschkovich, J. (1999). Supporting the Participation of English Language Learners in
mathematical Discussions. For the Learning of Mathematics. 19 (1), 11-19.
http://www.jstor.org/stable/40248284
Probyn, M. (2001). Teachers Voices: Teachers Reflections on Learning and Teaching through
the Medium of English as an Additional Langauge in South Africa. International
Journal of Bilingual Education and Bilingualism, 4 (4), 249-266. doi:
10.1080/13670050108667731.
http://www.tandfonline.com/doi/pdf/10.1080/13670050108667731
Setati, M. (2005). Teaching Mathematics in a Primary Multilingual Classroom. Journal for
Research in Mathematics Education, 36 (5), 447-466. doi: 10.2307/30034945.
http://www.jstor.org/stable/30034945

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Running Head: PROFESSIONAL DEVELOPMENT PLAN 1

Professional Development Plan

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