Translanguaging as a pedagogical approach in primary mathematics classrooms: a systematic review

Source abstract

Abstract Many multilingual learners encounter the challenge of mastering mathematics while also acquiring or further developing the language of instruction, including developing proficiency in mathematical language and discourse in the language of instruction. Using the home language(s) as a valued resource alongside the language of instruction, known as translanguaging, has the potential for these learners to participate more actively and improve their mathematical performance. The present review synthesizes translanguaging strategies used, challenges found, and hindering and enabling factors to keep in mind when promoting translanguaging as a pedagogical approach within primary mathematics education. The review explores how translanguaging strategies are adapted to address the specific linguistic needs of mathematics education in primary classrooms. Following PRISMA guidelines, 42 peer-reviewed studies (2000–2024) were included. Results show that challenges and hindering and enabling factors depend on the ability of the teacher to speak learners’ home languages, whether learners share their home language, and learners’ skills such as capability to read and write in the home language. Digital translanguaging strategies, such as the use of translation apps or multilingual software, appear to be a promising way to promote translanguaging as a pedagogical approach. Concerning mathematics education, the critical thinking and problem solving required, the challenge for some multilingual learners to make sense of the language of instruction, as well as the required proficiency in mathematical language and discourse, may all influence how translanguaging can or should be enacted in primary classrooms.