Relative language dominance and mathematical problem-solving strategies in English and in Spanish of high school students

The present study investigated the relationship between relative academic language dominance and mathematical word problem solving strategies in English and in Spanish of 12 selected high school students whose first language (L1 is Spanish and whose second language (L2) is English. The participants, from grades 9--12 in a public high school in suburban New Jersey, were studying mathematics in a bilingual education program.;The students were selected to represent one of four relative language proficiency categories: Spanish academic language dominant (SALD); English academic language dominant (EALD); balanced bilingual (BB); and low academic proficiency level in both languages (LAPL). Multiple data sources included standardized tests, self-rating scales, teacher interviews, think-aloud protocols and a researcher's log.;The data showed that basic interpersonal communication skills are not enough to solve problems in mathematics. Students in the LAPL group did not work consistently when solving the math problems presented, nor did they answer these problems as accurately as students in the other three language categories. While ideally the student should be academically proficient in the language in which the math is presented, most learners who had achieved academic proficiency in either L1 or L2 were able to transfer math skills to their less dominant language.;The results further indicated there were a greater number and variety of problem solving strategies used when learners were proficient in their first language. Although the students in the EALD category used more strategies than LAPL students, it was observed that they used fewer strategies than member of the SALD and BB categories. The data also revealed that as language complexity increased in the mathematical problems presented, learners' strategies changed and were affected by the language (L1 or L2) in which the problems presented were communicated. It appeared that strategies can be instrumental in helping students to solve math problems successfully.