LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 11 : 5 May 2011
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.

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ELS for NNS in
Mathematics Teaching-Learning Process at Tertiary Levels -
ELS Instructor's Perspectives - A Study from West Indies

Sanjeeva Lakshmi Kola, Ph.D. Candidate
Sreedhara Rao Gunakala, Ph.D.

West Indies Math Class

In this paper, the focus is on the need and minimum requirement of English Language Skills for both Mathematics Instructors and students who hail from Non-Native Speaking countries and are actively involved in mathematics teaching-learning process at tertiary levels.

Several studies have been made in this regard. All the findings show that the lack of resources to provide intensive training for students and teachers in the use of specifically Mathematical English results in poor performance. Further, there were few language-based materials or activities in mathematics classrooms, and fewer opportunities for language arts teachers to become involved in educating these students and teachers. Cooperation between Language Instructors and Content Instructors (Mathematics Instructors) will help implement strategies for increasing teacher-student and student-student interaction in the classroom.

This study reveals the importance of the communication skills in acquiring concepts. In addition, Mathematics Instructors can and must make every effort to reach out to these students to create a class that is both positive and rewarding.

Key Words: Mathematical English, Content Instructor, Socratic Method, Language Sensitivity, Language switching

Introduction

In this interdependent Global Village of our times, we need the ability to function in more than one language. A person is received well when his/her communication skills show common sense, experience and research. Communication skills range from active communication skill of speaking to passive communication skill of listening including creative communication skills of writing. In addition, it has become a reality that proficiency in only one language is not enough for economic, social and educational success.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Sanjeeva lakshmi Kola, Ph.D. Candidate
(At Acharya Nagarjuna University, India)
St. Augustine
Trinidad & Tobago (West Indies)
pranasush@gmail.com

Sreedhara Rao Gunakala, Ph.D.
Department of Mathematics & Statistics
The University of the West Indies
St. Augustine
Trinidad & Tobago (West Indies)
Sreedhara.rao@sta.uwi.edu
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