This literature review undertook a purposeful sample of outcomes based research literature from the preceding decade that highlighted the language difficulties adult ESL users experienced while learning numeracy and mathematics. The most identifiable areas of research to emerge are policies and frameworks, pedagogy, educational programmes and educational resources. Whilst the request from the American Institute for Research to explore the linguistic challenges adult ESL users encounter in numeracy remains relatively unexplored; there is a growing collection of research papers emerging that contemplate linguistic difficulties in this area as a peripheral issue not a central one.
Table of Contents
1. Research Prior to 2006
2. Policies and Frameworks
3. Pedagogy
4. Educational Programmes
5. Educational Resources
6. Conclusion
Research Objectives and Themes
This literature review aims to examine the linguistic challenges and difficulties faced by adult ESL (English as a Second Language) users when engaging with numeracy and mathematics. The research seeks to highlight how these linguistic barriers are perceived and addressed within current policies, pedagogical frameworks, and educational resources, while identifying gaps in existing research literature.
- The intersection of linguistic competency and mathematical learning.
- Policy development and the marginalization of numeracy within LLN (Language, Literacy, and Numeracy) frameworks.
- The requirement for specialized teacher training and pedagogical approaches.
- The effectiveness of embedded numeracy programs in vocational and academic settings.
- The role of educational materials in supporting or hindering adult ESL learners.
Excerpt from the Book
Pedagogy
Alkema and Rean (2013) in their work for the New Zealand Tertiary Education Commission concluded that, “A qualified teaching workforce is essential and the more qualified this workforce the greater the progress made by learners.”
As national policies shifted from a bilingual education perspective to one of ESL so too, did the methods and practice of teaching. The practice of interdisciplinary collaboration associated with bilingual education was superseded by content specialization. Mathematics teachers teach ‘maths’ not English. Kersaint, Thompson and Petkova (2008) through their series of interviews with maths teachers highlighted the need for teacher training programmes to, ‘explore the unique challenges of vocational education.’ The surveyed teachers believed that all pre-service teachers in the field of mathematics would be better served if part of the teacher programmes focused on, “Learning environments that support ESL students, mathematical tasks designed to encourage thinking and discourse, cultural influences on mathematics learning and engagement, and the importance and necessity of providing assessment accommodation.”(p. 15).
Summary of Chapters
Research Prior to 2006: This chapter contextualizes the historical development of adult literacy and numeracy, noting the shift in government priorities and the definitions of core terminology.
Policies and Frameworks: This section explores how current policies often overlook numeracy as a separate skill, leading to a tension between ESOL and numeracy within LLN programs.
Pedagogy: This chapter focuses on the necessity of qualified teachers who understand both mathematics and the specific linguistic needs of ESL students to ensure learner progress.
Educational Programmes: This section examines the statistical challenges in measuring learner 'gains' and the high failure rates in mathematics due to language-heavy assessment practices.
Educational Resources: This chapter analyzes how textbook design and visual strategies can assist adult ESL learners in overcoming barriers to understanding mathematical concepts.
Conclusion: The final chapter summarizes the evolution of research in this field, noting that while issues remain, a convergence of fields could improve documentation and support for ESL learners.
Keywords
Adult ESL, Numeracy, Mathematics, Linguistic Difficulties, LLN, Pedagogy, Vocational Education, Educational Policy, Embedded Learning, Teacher Qualifications, Second-language Learning, Mathematical Literacy, Bilingual Students, Curriculum Development, Assessment Accommodation.
Frequently Asked Questions
What is the primary focus of this literature review?
The review focuses on identifying and analyzing the linguistic difficulties that adult ESL users encounter when learning numeracy and mathematics, based on research from the decade between 2006 and 2016.
What are the central themes discussed in the paper?
The central themes include the impact of policy and frameworks, the necessity for specialized pedagogical training, the effectiveness of educational programs, and the role of resources in supporting ESL learners.
What is the primary research question?
The review investigates how linguistic challenges in numeracy for adult ESL learners are represented in the research literature and how these challenges influence policy and instructional outcomes.
Which scientific methods are utilized in this review?
This is a systemic literature review that employs a purposeful sampling of outcomes-based research to synthesize themes and identify gaps in the existing academic discourse.
What topics are covered in the main body of the work?
The main body covers historical research developments, the influence of policy on LLN delivery, pedagogical requirements for teachers, the evaluation of educational programs, and the analysis of textbook resources.
Which keywords best characterize this work?
The key terms include Adult ESL, Numeracy, Linguistic Difficulties, LLN (Language, Literacy, and Numeracy), and Pedagogy.
How does the author view the 'N' in LLN programs?
The author highlights that in many current policies, the 'N' (numeracy) often receives only "left-over change" from budgets, suggesting it is treated as a secondary concern compared to ESOL.
Why is there a correlation between teacher qualifications and exam scores?
Research cited in the text indicates that students achieve higher exam scores when taught by educators specifically qualified in mathematics or numeracy, regardless of the total hours of tuition.
What is the role of 'embedded' learning?
Embedded learning involves integrating language and numeracy skills directly into vocational programs, which has been shown to reduce stigma and improve student retention and success rates.
Why is language competency critical in high-stakes mathematics exams?
The text explains that because exam questions are heavily contextualized in language, ESL students often struggle to "decode" the questions, leading to failure even when they have mastered the mathematical concepts.
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- Karen Dalton (Autor:in), 2016, Linguistic difficulties adult ESL users encounter in numeracy and mathematics, München, GRIN Verlag, https://www.grin.com/document/438704
