Empowering Bilinguals' Mathematical Thinking and Learning Through Hybrid Language Practice

• In Event: Bilingual Education Research Poster Session 2

Abstract

This article examines the ways bilinguals engaging in hybrid language practice during mathematics class. Grounded in sociolinguistics, two situations when emergent bilinguals use two languages are observed and analyzed while carrying out arithmetic computations. Qualitative research methods were used to collect data and the findings show that hybrid language practices facilitate and empower bilinguals’ learning performance in mathematics. Specifically, bilinguals easily switch their languages from L1 (Korean) to L2 (English) to carry out arithmetic computations, serving sociolinguistic purpose. This study unfolds three; 1) using hybrid language practice is not detrimental but resourceful for mathematical communication, 2) allowing bilinguals’ full linguistic repertoire to arithmetic operation empowers their mathematical performance, and 3) adding literature on unknown bilingual population, Korean-English, in math.

Author

• Sung-ae Kim, Northwest University