The Intersection of Mathematics and Language in the Post-Secondary Environment - Implications for English Language Learners

Oct 15, 2026

Uploaded by awa

Study examines how language factors influence mathematics performance for English Language Learners (ELLs) in post-secondary environments where ELL enrollment is increasing. Mathematical test items are presented across four language contexts: vocabulary knowledge, negation, preposition use, and atypical sentence structure. Sixty students enrolled in mathematics courses complete the tasks. Findings indicate that math items in each language context disadvantage ELLs, suggesting needs must be addressed through classroom practice and educational policy.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Introduction

Language factors affecting mathematical performance

Vocabulary knowledge

Negation

Preposition meaning and interpretation

Atypical sentence structure

Study design and test construction

Findings and implications

13 The Intersection of Mathematics and Language in the Post-Secondary Environment: Implications for English Language Learners Jean Choi George Brown College Rebecca Milburn, Brett Reynolds, Philip Marcoccia, Patrick Justin Silva, & Sikander Panag Humber College Given the increasing number of English Language Learners (ELLs) in post-secondary environments (Roessingh & Douglas, 2012), educational practices such as availability of language support for mathematics should be assessed to ensure that all students’ needs are met. To explore the effects of language on mathematics in ELLs, mathematical test items werepresented in four language contexts: vocabulary knowledge, negation, preposition use, and atypical sentence structure. Sixty students enrolled in mathematics courses volunteered to complete the mathematics task. Results suggest that math items falling into each of the four language contexts disadvantage ELLs, highlighting that the needs of ELLs should be considered at all levels, from classroom practices to educational policy. T he number of English Language Learners (ELLs) in post-secondary environments (PSE) is increasing (Roessingh & Douglas, 2012), and this trend is no different at Humber College in Toronto, where the present study was conducted. In one academic school at Humber, 34% of the students were ESL-streamed1 in 2010 (Humber College, 2011) . Given this change in the student population, educational practices, such as use of language support in mathematics, should be assessed to ensure that all students’ needs are met. Although math tests ostensibly measure mathematical skills, language is a significant factor (Brown, 2005), which may result in 1 Humber College has two writing streams, ESL and COMM, into which students are streamed by means of an English placement test.“If the writing sample displays ESL characteristics, the student will be placed in an appropriate level ESL course”(“Entrance/ Placement Testing,” n.d.). Students streamed into the ESL branch of the program complete their course work within the ESL stream for the remainder of their program. artificially depressed math scores for ELLs. This study will explore whether language in mathematical items has disproportionately negative effects on ELLs’ math performances, compared to non-ELLs.2 Many aspects of English impact mathematical performances, including vocabulary choice, negation, preposition meaning, and atypical sentence structure. Consider the use of technical terms such as ‘denominator.’If students are unfamiliar with the term, they maybe unable to solve the item due to a lack of English language knowledge, rather than mathematical skill. This can be expected, given that a determinant of reading comprehension is vocabulary knowledge (Grabe, 2008) . Terminology, therefore, causes problems in ELLs dealing with mathematics in English (Moschkovich, 2002). When words such as ‘lowest terms’ and ‘product’ are repurposed within mathematics, students may be confused. The general meaning of the word ‘product’ is the result of a process, though within mathematics, product refers to multiplication, and not addition. Similarly, although‘lowest,’ and ‘terms’ are within the top 2000 word families of English (Nation, 2004), the meaning of the ‘lowest terms’ is not obvious. It is, moreover, rare, occurring only 3 times in the 425 million words of the Corpus of Current American English (Davies, 2008) . Another language-related area that is known to cause problems is negation (Just & Carpenter, 1971) . Negation, both clausal (e.g., it does not equal) and nonclausal (e.g., except), may affect ELLs more than nonELLs. More linguistically complex math items are deemed to be more challenging for ELLs compared to non-ELLs (Abedi & Hejri, 2004) . More subtle language areas such as the phrasing of mathematical problems, also may pose a greater problem for ELLs. These include the use of certain prepositions as well as the use of atypical sentence

FAQs

Why should educational practices for mathematics be assessed in post-secondary settings?

The number of English Language Learners (ELLs) in post-secondary environments is increasing. Language support in mathematics should be assessed to ensure students’ needs are met.

What four language contexts are used in the mathematical test items?

The study constructs test items in four language contexts: vocabulary knowledge, negation, preposition use, and atypical sentence structure.

How do the results characterize the impact of language on ELLs’ math performance?

Math items in each of the four language contexts disadvantage ELLs, indicating that language demands affect mathematics performance beyond mathematical skill.

Oct 15, 2026

Uploaded by awa