CHAPTER 7
Location, shape and comparisaons: SOME ASPECTS OF THE LANGUAGE OF MATHEMATICS ARE PARTICULARLY IMPORTANT FOR ESOL LEARNERS
Maths classes can be used to improve many aspects of language learning
There are rules in English for the word order of descriptive terms
Prepositions, or positional language, are important in English, but not present in all languages
Comparatives and superlative may also be unknown, and lead to phrases such as ‘more big’
Enhance vocabulary with 2D and 3D shapes
Develop life skills with measuring and drawing activities
Introduction
This chapter covers some of the issues and differences between other languages and English which might impact on the ability of learners to effectively and accurately answer questions, whether on an exam paper or in real life.
Maths classes provide opportunities for consolidating work on tenses, the differences between nouns that are singular or plural and sentence structure. Words that have no direct translation into another language are also common in maths, such as prepositions, comparatives and superlatives. Maths classes can also introduce new vocabulary to learners through the naming and features of shapes.
Thus, maths classes can help learners practise their English, as activities will involve speaking, listening, reading and writing. As can be seen in my master’s dissertation, which is also on this website, teachers that visited the maths classes were astonished at the amount of language that was present and at the number of opportunities to practise language skills.
Word order in sentences
In English there are rules which are a bit more than guidance about the word order for descriptions in sentences; the rule is that in a description size, shape, then colour, should be used, as in ‘the small, round, blue ball’. Native English speakers may know these rules and apply them implicitly; ESOL learners will not unless they have the same rule in their first language. Bear in mind that you cannot ask an ESOL learner, as you would a native speaker, if something sounds right, or which of two options sounds better, because it is unlikely they will know.
Prepositions
Prepositions, or positional language, is present from the most basic of maths examinations. Whilst prepositions are prevalent in English, they are not always present in other languages. Words such as in, near, in front of or under, are necessary for both real life and exams.
As a maths teacher coming into teaching ESOL learners, I was unprepared for the necessity of teaching the meaning of these small but vital words to my learners. It was not an issue with native English speakers!
Comparatives and superlatives
Comparatives and superlatives are, again, not present in all languages and occur at the entry levels of maths exams. Some languages have one or the other, but some have none at all.
English itself is inconsistent in how it uses these. For instance, we say ‘big, bigger, biggest’, but ‘good, better, best’.
Common errors result from translation from the learner’s first language and often involve using ‘more’ or ‘less’ in the sentence, as in ‘the car was more big’.
Teaching strategies can include matching activities, or sentences with missing words. Physical activities can also be good, depending on the class, such as asking learners to stand up, and to arrange themselves in height order, from the tallest to the shortest. They can then give a sentence to describe their position.
In English we do not always use the same words for people as we do for objects, so where a person is tall, we would say the height of a cupboard, or the depth of a pool, or the length of an animal that walked on four legs. Additionally, ‘long’ changes to ‘length’, ‘wide’ changes to ‘width’, ‘deep’ to ‘depth’ and ‘high’ changes to ‘height’ etc, depending on how a sentence is phrased.
Names of 2-dimensional (2D) and 3-dimensional (3D) shapes
Naming 2D (flat) and 3D (not flat) shapes and describing their features is an activity that could be very boring in an English speakers’ class, but very good in an ESOL maths class, because it can give many opportunities for learning.
Some words overlap between languages, for such the word for an oval in Bulgarian is ‘oval’. However, many of the words will be new vocabulary, and it make take many re-visits to words before they are consolidated as learning. I am always amazed when I visit a topic after a few months how much learners have forgotten!
Perimeter, area, volume and scale drawing
Classes on 2D and 3D shapes often precede sessions on perimeter, area and volume, and I use the same resources in ESOL maths classes as I do in classes for English speakers. These topics lend themselves to measuring activities, in pairs or threes, and can generate much discussion and trial and improvement.
Measuring the room for new carpet with its tracking rod, or curtains with the curtain rod can help learners to use vocabulary as they are learning it. New vocabulary will go up on the board with explanations as the class progresses. It may be necessary to have a translation devise up on the smart board, so that understanding can be quickly given.
These activities, which are dealt with in more depth (!) in Chapter 8, can lead into drawing activities including scale drawings, also required on some examinations and good fun! They can be enhanced by discussions around the cost of carpets and other related activities.
JMS 2026