Numbers Talk – Words Count: Language policy and adult numeracy education in Wales and New Zealand

Oct 15, 2026

Uploaded by Rizky

The paper reviews and compares language policy as it relates to adult numeracy education in Wales and New Zealand, focusing on Māori and Welsh languages within an international comparative study. It examines how language connects to learning and addresses an underexplored policy dimension of adult numeracy, using a critical linguistic human-rights perspective. The discussion outlines arguments, reviews prior research, and compares legal contexts, demographics, and policy drivers to explain implications for adult numeracy teaching and learning.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Introduction

Why should language matter to adult numeracy educators?

Language policy and adult numeracy education (human rights perspective)

Coben, D. & Miller-Reilly, B. (2014) . Numbers talk – Words count: Language policy and adult numeracy education in Wales and New Zealand. Adults Learning Mathematics, 9(2), 63-78. Numbers Talk – Words Count: Language policy and adult numeracy education in Wales and New Zealand Diana Coben University of Waikato, New Zealand <[dccoben@waikato.ac.nz](dccoben@waikato.ac.nz)> Barbara Miller-Reilly University of Auckland, New Zealand <[Barbara@math.auckland.ac.nz](Barbara@math.auckland.ac.nz)> Abstract In this paper we review and compare language policy in relation to adult numeracy education in Wales and New Zealand with respect to the Māori and Welsh languages in the latest stage of our international comparative study of adult numeracy education. While much has been written about the relationship between language and literacy, the relationship between language and numeracy especially adult numeracy - has been less explored, especially from a policy perspective, despite evidence of the importance of language for learning. We seek to shed light on the policy context in which adult numeracy education is set in Wales and New Zealand with respect to these languages, viewed from a critical linguistic human rights perspective. Key words: numbers, language policies, ethnomathematics Introduction In both Wales and New Zealand policies are in place to raise levels of adult numeracy. Both countries have also developed measures to revitalise the Welsh (Cymraeg or y Gymraeg) and Māori (Te Reo Māori) languages27 respectively and afford them some protection from the language spoken by the majority of the population: English; sizeable numbers of people in both countries speak otherlanguages. In this paper we seek to shed light on the policy context in which adult numeracy education is set in Wales and New Zealand with respect to these languages. We begin by setting out our argument, from a critical linguistic human rights perspective, on why language matters – or should matter -to adult numeracy educators. We then give a brief review of research on language in relation to mathematics education, and ethnomathematics before setting the scene with a brief language-focused description of the current legal contexts, demographics, principal policy drivers, strategies and policies on language, education and adult numeracy in Wales and New Zealand. Finally, we compare current policies and strategies with respect to language and adult numeracy education. 27 In this paper we use ‘Te Reo Māori’ or ‘Te Reo’ (literally: ‘the Māori language’ or ‘the language’) and ‘Welsh’, respectively, to refer to these languages. Volume 9(2)–November 2014 63 Why should language matter to adult numeracy educators? Language is important in relation to adult numeracy education because, in a world where, as Barwell, Barton and Setati (2007, p. 113) point out,“Multilingualism is no longer an extraordinary case”, the language in which mathematics (or numeracy) is learned and practised has a bearing on learning. They identify “three good reasons for focusing on multilingual issues in mathematics education”which we summarise as follows: 1. Increasing movement of populations across international borders. 2. Widespread demand for access to English internationally, whether or not this is desirable or promoted. 3. The rise of minority and indigenous peoples’movements, usually incorporating a strong educational focus with immersion and bilingual settings on the agenda, as the means to political and economic emancipation and cultural renaissance. (Richard Barwell et al., 2007, p. 114) We concur; Barwell, Barton and Setati’s third reason is particularly pertinent to this paper since Welsh and Te Reo Māori, the indigenous languages of Wales and New Zealand respectively, are the focus of this paper. We start from the position that language rights are human rights. As François Grin states: being a native Welsh speaker in Cardiff or a Māori speak

FAQs

What is the main focus of the paper on adult numeracy education in Wales and New Zealand?

The paper focuses on reviewing and comparing language policy in relation to adult numeracy education, specifically considering Welsh and Māori languages through a critical linguistic human-rights lens.

Why does the paper argue that language should matter to adult numeracy educators?

Language matters because the language used to learn and practice mathematics or numeracy affects learning, particularly in multilingual contexts where adult numeracy education is shaped by policy.

What perspective does the paper use when analyzing language policy?

The paper treats language rights as human rights and frames its analysis using critical linguistic human rights, drawing on scholarship and the UN Declaration on the Rights of Indigenous Peoples.

Oct 15, 2026

Uploaded by Rizky