The Impact of Bilingualism on Arithmetic Learning: Advantages and Challenges

Why discuss it?

If you are a speech therapist, special educator, or language stimulation specialist, you know that learning mathematics for bilingual children can be more complex than for monolingual children. However,  bilingualism and learning mathematics are not necessarily incompatible. On the contrary, bilingualism can significantly influence how children approach arithmetic. This article explores how  bilingualism and learning mathematics intertwine and what this means for your educational approach.

A bit of methodology

The study I am sharing examines the performance of bilingual children in simple and complex arithmetic tasks, based on the language used. It compares the results obtained when they process mathematical problems in their  language of mathematics acquisition (LA+) versus another language (LA-). Researchers analyzed how  bilingualism and learning mathematics influence the cognitive processing of problems.

Analysis of results

Language and number structure
One of the main findings concerns the structure of number words in different languages. For example, in languages like Japanese or Chinese, where the number structure is transparent (e.g., “ten-one” for 11), learning mathematics is more intuitive. In contrast, in languages like French, with more complex structures, learning becomes more difficult. This phenomenon particularly affects bilingual children who juggle multiple linguistic codes.

The role of the language of mathematics acquisition (LA+)
Bilingual children are  faster and more accurate in their calculations when they use their  language of mathematics acquisition (LA+), the one in which they learned mathematical concepts. However, switching from one language to another, even if the other language is their mother tongue, complicates information processing and slows down their efficiency.

Cognitive cost of language switching
Switching from one language to another generates a  cognitive cost. Thus, bilingual children take more time and make more errors when they have to switch languages to solve mathematical problems. This phenomenon is particularly pronounced in  unbalanced bilinguals, those with a dominant language compared to balanced bilinguals.

Discussion

This study highlights the importance of the  language of mathematics acquisition in the arithmetic performance of bilingual children. In addition,  executive functions such as cognitive flexibility and inhibition also play a key role that bilingualism can help develop. However, these advantages must be nuanced. The choice of the language of mathematics instruction remains essential for improving student results.

Conclusion

Ultimately, bilingualism can offer  cognitive advantages in certain areas, but it also presents challenges, particularly in mathematics learning. To ensure optimal learning, it seems preferable that mathematics instruction be provided in a  stable language throughout schooling.

In my office

√ When I support bilingual children in their mathematics learning, I always consider their  language of mathematics acquisition (LA+). Because if it differs from the language of instruction, I work to reduce the  cognitive cost of language switching by strengthening their working memory.
√ I make sure to promote the development of  executive functions (flexibility and inhibition) by offering varied activities and multiple linguistic contexts.
√ I share these findings with my colleagues so that they too can better support bilingual children in their learning.

Reference:

Poncin, A., Van Rinsveld, A., & Schiltz, C. (2018). The learning of arithmetic in bilinguals.  A.N.A.E., 156, 000-000.  Link to the article