Effectiveness of English as Second Language in Teaching Mathematics in Middle High School

Abstract

This research investigated the effectiveness of using English as a Second Language (ESL) in teaching mathematics to middle and high school students at AlNibras School in Kuwait, focusing on Algebra 1 students in Grade 9. The study employed the descriptive-correlational design using survey questionnaire administered to ten teachers. Measures of Academic Progress (MAP) assessment results in Mathematics 31 students was analyzed to explore the relationship between language proficiency and mathematics performance of second language learners. Frequency and percentage, weighted mean, standard deviation and one way ANOVA were used to treat the data gathered. The findings indicated that teachers were familiar with strategies designed to address the challenges ESL learners face in mathematics. These strategies, such as language scaffolding and the use of visual aids, were being implemented in classrooms. However, the research highlighted the need for additional professional development and more frequent training to further enhance the effectiveness of these strategies. Additionally, the analysis of student performance data revealed a positive correlation between students' proficiency in English and their success in mathematics. The results suggested that improving ESL students' language skills could contribute to better mathematics performance, emphasizing the importance of integrated language support in mathematics instruction. The study provided valuable insights into the teaching practices at AlNibras School and offered recommendations for refining ESL strategies to support both language and academic success.