Mathematics Education and Language Diversity
Ontario has continued to be the province of choice for more than half (52.3%) of the 1.1 million newcomers who arrived in Canada during the 2001–2006 period.[1] Furthermore, the 2006 Census enumerated an estimated 2.7 million Ontarians who identified themselves as members of the visible minority population, representing more than half of Canada’s total visible minorities. Ontarians have also reported more than 200 languages, as “mother tongue." Since Ontario is such a diverse province, the key issue becomes as to how are students able to learn mathematics in a classroom in a language that is not their home language. What are the dynamics of power between such a multilingual classroom? Furthermore, how do students who are not fluent in English view their access to Mathematics?
Unfortunately, despite these profound challenges faced by Ontarians, TDSB has diverted more than $100 Million annually to balance its books. This money was being used in order to provide extra help through homework clubs, tutors, mentoring and summer literacy programs that can level the playing field between children of low-income families, single-parent households, parents with little formal education and families that have moved frequently. and their more affluent peers. Such programs made a profound difference in homes where money is not available to provide for extra English lessons. This leads us to the question as to how can students who are not fluent in English obtain access to English speaking Mathematics classrooms if these programs are cancelled?
This study of multilingual learners of mathematics deserves more emphasis as a crucial part of mathematics education research. With the consideration of social and political and financial issues of influence in the mathematics classroom, the understanding of language competence and language use appears much more complex. Sadly, it can happen that certain positions concerning language are already set before students begin the school year.
Unfortunately, despite these profound challenges faced by Ontarians, TDSB has diverted more than $100 Million annually to balance its books. This money was being used in order to provide extra help through homework clubs, tutors, mentoring and summer literacy programs that can level the playing field between children of low-income families, single-parent households, parents with little formal education and families that have moved frequently. and their more affluent peers. Such programs made a profound difference in homes where money is not available to provide for extra English lessons. This leads us to the question as to how can students who are not fluent in English obtain access to English speaking Mathematics classrooms if these programs are cancelled?
This study of multilingual learners of mathematics deserves more emphasis as a crucial part of mathematics education research. With the consideration of social and political and financial issues of influence in the mathematics classroom, the understanding of language competence and language use appears much more complex. Sadly, it can happen that certain positions concerning language are already set before students begin the school year.