Exploiting the potential of bilingualism: Irish-medium primary mathematics teachers’ self-reported practices in relation to utilising language-as-resource

Abstract

The specific role of language in the teaching and learning of mathematics in bilingual contexts has been well documented. Previous research has tended to focus on the negative impact of language on learning, but there is a move towards a non-deficit view of bilingualism and utilising language-as-resource in the mathematics classroom. This paper builds on the concept of language-as-resource by considering the specific linguistic characteristics of a language in supporting mathematics learning, in order to reap the benefits of bilingualism. A detailed questionnaire was utilised in order to examine Irish-medium primary teachers’ practices in relation to teaching mathematics through the medium of Irish. Teachers (n = 315) from 77 Irish-medium primary schools (77% of the targeted sample) have responded to the survey. Their self-reported practices reveal a lack of utilisation of a language-as-resource orientation and the incorporation of specific features of the Irish language and culture, when teaching mathematics. In order for teachers to exploit the benefits of bilingualism and classroom opportunities for learning, resources and professional development programmes need to be established that incorporate the development of pedagogical approaches that support a language-as-resource orientation.

Keywords:

• mathematics education
• language-as-resource
• bilingualism
• Irish-medium
• primary

Acknowledgement

The author would like to acknowledge the financial support of An Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta in undertaking this research project.

Notes on contributor

Dr Máire Ní Ríordáin is a Lecturer in Education in the School of Education, NUI Galway. She is currently Programme Director of a BA in Mathematics and Education, which qualifies specialist post-primary mathematics teachers. Her key research interests include bilingualism and mathematics teaching/learning; mathematics teacher quality and teacher professional development/inquiry.

Notes

1. The term ‘Gaeltacht’ is used to denote those areas in Ireland where the Irish language is, or was until the recent past, the main spoken language of a substantial number of the local population. The Gaeltacht areas are defined by Government order.

2. Primary education in Ireland consists of an 8-year cycle: junior infants, senior infants, and first to sixth classes. Pupils normally transfer to post-primary education at the age of 12.

3. Teacher quotes presented in the findings are direct translations, the questionnaires were completed through the medium of Irish.