The role of domain-specific math language skills in arithmetic fluency and word-problem solving for first- and second-language learners

The role of domain-specific math language skills in arithmetic fluency and word-problem solving for first- and second-language learners

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Title:

The role of domain-specific math language skills in arithmetic fluency and word-problem solving for first- and second-language learners

Authors:

Chang Xu, Anne Lafay, Heather Douglas, Sabrina Di Lonardo Burr, Jo-Anne Lefevre, Helena Osana, Sheri-Lynn Skwarchuk, Judith Wylie, Victoria Simms, & Erin A. Maloney. *Co-first authors (2022).

Journal: Journal of Educational Psychology., 114(3), 513-539. https://doi.org/10.1037/edu0000673

What did we ask?

1) How are language skills related to math learning for second-language learners?

2) How are math specific language skills, specifically math vocabulary (i.e., knowledge of word meanings) and math orthography (i.e., knowledge of math symbols), related to math learning?

How did we test it? 

Participants were 7- to 9-year-old Canadian students in grade 2 or 3 who were learning mathematics at school either in the same language used at home (first-language learners; n = 103) or in a different language (second-language learners; n = 57). We tested their performance on various language and math tasks.

What did we find?

Second-language learners had lower scores on measures with strong oral language components than first-language learners, whereas they performed equally well on other tasks. Math vocabulary, math orthography, and general vocabulary in the language of instruction were all related to word-problem solving success for first-language learners, whereas only general vocabulary was related to math problem solving for second-language learners. Math vocabulary was related to arithmetic fluency for both groups.

Why is this important? 

General vocabulary skills in the instructional language were more strongly related to word-problem solving and arithmetic skills for second- than first-language learners. Teachers of second-language learners may need to adapt materials or reduce language demands so that all students have equal opportunity to develop competent math skills. Additionally, for all students, explicit instruction on math vocabulary and math symbol knowledge may support their math competency.

Brought to you by Dr. Erin Maloney’s Cognition and Emotion Lab at the University of Ottawa and the Language Learning and Math Achievement Project.