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Introduction Background
In Malta, the academic language for mathematics has traditionally been English. All written texts, including books, whiteboard work, students’ notes and worksheets are in English. Consequently, assessment too has always been carried out in English. However, both anecdotal evidence and research studies show that many teachers switch between Maltese and English as part of the classroom interaction. This is most evident when teachers and students shift from oral interaction to reading a written mathematical text, or when using subject-specific words like triangle, bar chart and multiplication. Thus, the practice of using the two languages for the teaching and learning of mathematics is a common local practice.
Accessing mathematics bilingually
The present reality in the world is that languages are used in different ways, depending on purpose, and are often used together. This is referred to as ‘translanguaging’ (García and Li Wei, 2014). In the contemporary field of mathematics education, bilingualism/multilingualism is not viewed as a problem; rather, language is considered to be a resource. According to UNESCO (2007), education begins with what the learners already know, building on the language and culture, knowledge and experience that they bring with them when they start school. Applying this principle to the local mathematics classroom implies that for Maltese speakers, the Maltese language should be used at least in conjunction with English. Rather, this bilingual resource is intended for the benefit of all students and should be considered as yet another resource to support learning, alongside other resources. The importance of good pedagogy that draws on a variety of resources and
strategies and that engages all students in action and thought cannot be stressed enough!
The aim of a bilingual Maltese/ English Mathematics Glossary
The aim of this Glossary is to provide words and expressions that can be used as part of bilingual communciation of mathematics at the Early Years and Junior levels of education (ages 3 – 11 years). The resource, which has been developed keeping in mind already existing practices, suggests words and expressions that can be used as part of the ‘mathematics register’. It is hoped that the comprehensive list of terms will: • Support teachers as they focus on mathematical concepts and processes, and help them bring out nuances of meaning. • Provide teacher and learners with Maltese versions of the terminology, should these be required as part of the educational process. • Encourage consistency across class / school contexts with regard to mathematical terms, for both English and Maltese in the spoken and written form. • Highlight the terminology one might expect to use in teaching and learning resources, and in the assessment of mathematics.
The development of the Glossary
To date, vocabulary relating to the following topics has been compiled: Early Numbers and Counting, Number Relationships, Addition and Subtraction; Measurement (Time, Capacity, Length & Area, Mass), Spatial Relationships and Shape. Other topics will be added in due course.
