Literature on Teaching Mathematics in a Foreign Language

This list makes no attempt at being exhaustive. It contains a few titles of articles and books which might be useful when starting to teach mathematics in a foreign language.

IGEN (2005), L’enseignement des mathématiques en langue étrangère.  

The first part of this work document is also available in English and the other partner languages

Alwood, J. (2001). Cooperation and flexibility in multimodal communication. In: Bunt, H. and Beun, R. J. (eds.), CME’98 LNAI 2155, pp. 113-124. Berlin-Heidelberg: Springer-Verlag.

Barton, B. (2008). The Language of Mathematics: Telling Mathematical Tales. Berlin-Heidelberg: Springer-Verlag.

Barwell, R. (Ed.) (2005). Critical Issues for Language and Content in Mainstream Classrooms. Special issue of Linguistics and Education. 16(2) 143-150.

Bialystok, E. (1991). Achieving Proficiency in a Second Language: A Processing Approach, in (eds.), Phillipson, R., E. Kellerman, L. Selinker, M. Sharwood-Smith & M. Swain Language Pedagogy Research - A Commemorative Volume for Claus Faerch, Multilingual Matters. 63-78, Clevedon.

Bowers, M.L. and Ellerton, N.F. (2004). Language and belief factors in learning and teaching mathematics and physics. In: Meeting of the North American Chapter of IGPME. []

Cazden, C. (1988). Classroom discourse: the language of teaching and learning. Portsmouth, NH: Heinemann.

Crandall, J. A. (1998). Collaborate and Cooperate. Teacher Education For Integrating Language and Content Instruction. English Teaching Forum. Vol 36.

Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19: 121-129.

Ellerton, N., & Clarkson, P. (1996). Language factors in mathematics teaching and learning. In A. Bishop, K., Clements, C. Keitel, J. Kilpatrick & C. Laborde (Eds.), International handbook of mathematics education (pp.987-1033). Dordrecht: Kluwer.

Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.

Frühauf G., Coyle D. and Christ I. (eds.) (1996). Teaching content in a foreign language. Practice and perspectives in European bilingual education. Alkmaar: European Platform for Dutch Education.

Gairns, R. and Redman, S. (1986). Working with Words. Cambridge: Cambridge University Press.

Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. New York: The Perseus Books Group.

Gardner, H. (2006). Multiple Intelligences: New Horizons in Theory and Practice. New York: The Perseus Books Group.

Gonzalez, V. (1999). Language and Cognitive Development in Second language Learning. Boston: Allyn and Bacon.

Gower, R., Phillips, D. and Walters, S. (1995). Teaching Practice Handbook. Oxford: Heinemann.

Halliday, M.A.K. and Martin J.R. (1993). Writing science: literacy and discoursive power. Washington: The Falmer Press.

Heringer, H.J. (2004). Interkulturelle Kommunikation. Tübingen.

Hutchinson, T. and Waters, A. (1987). English for specific purposes. A learning-centred approach. Cambridge: Cambridge University Press.

Krashen, S. (1977). The Monitor Model for second language performance. In: Burt, M., Dulay, H. and Finocchario, M. (eds.), Viewpoints on English ad a second language. New York: Regents.

Langé, G. (2002). TIE-CLIL Professional Development Course. MIUR Direzione Regionale della Lombardia on behalf of the TIE-CLIL Project.

Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In: Ritchie, W.C. and Bhatia, T.K. (eds.), Handbook of second language acquisition, pp. 413-468. San Diego: Academic Press.

Long, M., and Sato, C. (1983). Classroom foreign talk discourse: Forms and functions of teachers’ questions. In: Seliger, H.W. and Long, M.H., Classroom Oriented Research in Language Learning, pp. 268-285. Rowley, MA: Newbury House.

Martin, J.R. and Veel, R. (eds.) (1998). Reading Science: Critical and Functional Perspectives on discourses of science. London: Routledge.

Musumeci, D. (1996). Teacher-learner negotiation in content-based instruction: Communication at cross-purposes? Applied Linguistics, 17(3), 286-325.

McLaughlin, B. (1987). Theories of Second Language Learning. London, New York: Edward Arnold.

Mohan, B. (1986). Language and Content. Reading, MA: Addison Wesley.

Nation, I. S. P. (1990). Teaching and Learning Vocabulary. Boston: Heinle and Heinle Publishers.

OECD, Pisa 2006 – Science competences for tomorrow’s world, vol. I – Analysis. Paris: OECD,  2007. []

O’Halloran, K.L. (2004). Mathematical Discourse. London: Continuum.

O'Malley M. and Chamot A.U. (1990). Learner Strategies in Second Language Acquisition. Cambridge: Cambridge University Press.

Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.

Richards, J. and Schmidt, R. (1993). Language and Communication, Longman, London.

Schön, D. A. (1987). Educating the reflective practitioner. San Francisco, CA: Jossey-Bass Inc., Publishers.

Snow, M. and Brinton (eds.) (1997). The Content-Based Classroom: Perspectives on Integrating Language and Content. Longman.

Swain, M. (1996). Integrating language and content in immersion classrooms: research perspectives. Canadian Modern Language Review, 4, 529-548.

UNESCO Education Sector (2004). The Plurality of Literacy and its implications for Policies and Programs: Position Paper. Paris: UNESCO. p. 13, citing a international expert meeting in June 2003. []

Vygotsky, L .S. (1962, 1986). Thought and Language. Cambridge, M.A.: MIT Press.

Vygotsky, L.S. (1978). Mind in Society Cambridge, Mass: MIT Press.

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