According to Mazlan, Meng, and Hamid (2019) pupils who take Mathematics tests by using their mother tongue can perform better than pupils who take the test by using their second language. In Malaysia, Dual Language Programme (DLP) has been commenced in 2016. In this programme, STEM subjects such as Mathematics and Science will be taught by using two languages (Malay and English language). Under DLP, teachers have to use dual-language in teaching these subjects, Malay language, and English language. 

Mazlan, Meng, and Hamid (2019) and Chen (2016) provide several teaching strategies for educators to use when working with DLLs. They stressed the use of technology and the importance of communication while conducting Mathematics classes with DLLs. 

Design Appropriate Activities

The teacher needs to know the level of their pupils’ cognitive development and create suitable Mathematics activities that suit their pupils’ level. Thus, the teacher needs to adjust the designed activities to follow pupils’ cognitive development. If pupils are still not able to reach the intended learning objective from the Mathematics syllabus document, the teacher can adjust it to suit pupils’ cognitive level. 

Use Of Technology

The teacher is encouraged to use technology to deliver the lesson. Dynamic Geometry Software (DGS) such as Geometer’s Sketchpad or GeoGebra can be used to provide a hands-on activity that provides constructive learning among pupils. 

Use Peers System

The teacher can pair up a pupil with another pupil with more linguistically advanced peers when working on collaborative and cooperative activities. By doing this, pupils can be guided by more linguistically advanced peers and help them to understand the instructions, notes, or delivery given by the teacher. 

Draw, Write, Act Out, Gesturing or Using Props 

To save time, while giving lessons using both languages, the teacher can use drawing, writing, acting out, gesturing, or even using props to accept and encourage multiple modes of communication and expression. By doing this, pupils can understand better the content delivered by the teacher or instruction given by the teacher. If they don’t understand the words uttered by the teacher, the use of drawing, props, writing, gesturing, or acting out can help pupils to understand better. 

Emotion Words

The teacher is encouraged to provide a variety of emotions or emotion words in pupils’ native language. For example, if pupils are giving the correct answer, the teacher can use pupils’ native language to express emotions such as “Terbaik”, “Bagus”, or “Betul!”. This will help the pupil with limited expressive language or emotional skills to show how she or he feels about something.

References: 

1. https://www.kaplanco.com/ii/strategies-for-teaching-dual-language-learners
2. https://mathed.miamioh.edu/index.php/ggbj/article/view/161