Synchronising English second language proficiency and mathematical understanding through plurilingualism in correctional centre classrooms: Empirical perspectives

Several scholars have outlined the existence of a direct proportionality relationship between mathematics understanding and learners’ second language proficiency. Nonetheless, the role of plurilingualism in realising the synchronous development of mathematics understanding and second language proficiency within the context of adult correctional centre classrooms has received minimal scholarly attention, particularly given the expansion of multilingualism. This paper sought to probe into how the correlation between mathematics understanding and English second language proficiency is realised through plurilingual pedagogical strategies. In this research endeavour, we employed a pragmatic epistemological stance and framed the study within the QUANT-QUAL explanatory sequential mixed methods research design. We collected quantitative data through mathematics and L2 tests from 150 conveniently sampled adult offenders. We further collected qualitative data through semi-structured interviews from 5 purposively sampled educationists. We analysed data thematically and by SPSS data analysis tool, through Pearson Correlation. The study was underpinned by the Socio-Cultural Learning theoretical stance. Amongst our findings is that L2 proficiency correlates positively with adult offenders’ mathematics understanding. We further identified plurilingualism as the prominent pedagogical strategy through which the synchronisation between L2 and mathematics understanding is realised. Based on findings, we acclaimed the use of plurilingual strategies in the synchronisation of L2 proficiency and mathematics understanding in the context of multilingual adult offender education.