Walking a mile in their shoes: Non-native English speakers' difficulties in English language Mathematics classrooms

Abstract

This autoethnographic investigation considers an English-speaking lecturer's observation and consideration of the predicament of non-native speakers of English in an English language mathematics classroom based on that same (non Spanish-speaking) lecturer's experience in a Spanish language mathematics classroom. Difficulties of understanding a course of mathematics instruction in a particular language for mathematically competent but language deficient students are outlined, and a number of guidelines for lecturers to improve the experience for such students are presented.