Language Barriers in Mathematics: Learning Challenges When Global Languages Replace Native Instruction

The teaching and learning process is a social practice that involves interactions between learners, teachers, and resources. These interactions are facilitated by various tools, especially tools for communication. The language of instruction is at the centre of this interaction and is the focus of this article. The article is conceptualised from the Tanzania context, where English is the medium of instruction, yet it is a second or third language to many learners. This article explores the phenomenon of English being the language of instruction in multilingual classrooms, posing opportunities and challenges in learning. Whereas fluency in English may aid the learning of mathematics, limited competence in English may hinder the learning of mathematics since learners must then simultaneously learn both English (the language of instruction) and mathematics. Additionally, the article discusses the differences in the meanings of various English terms when used in everyday English versus formal mathematical language. Suggestions for pedagogical practices to help learners develop English language competences without deferring the development of mathematical competences are provided.