Experience in teaching mathematics in English to Spanish-speaking students at the university level; [Expérience dans l’enseignement des mathématiques en anglais à des étudiants hispanophones de niveau universitaire]; [Experiência no ensino de matemática em inglês para alunos de língua espanhola em nível universitário]

Retes R. · Lengua y Sociedad (2025) · DOI: 10.15381/lengsoc.v24i1.29971

Resumen

This study investigates the challenges faced by Spanish-speaking students learning university-level mathematics in English, focusing on the dynamics of language, cultural adaptation, and teaching methodologies within a Peruvian academic context. Employing a qualitative approach, the research collected data through questionnaires, performance assessments, and interviews. The findings reveal that students with prior bilingual education demonstrate greater success in overcoming language and conceptual barriers. However, difficulties persist, particularly with abstract concepts and specialized mathematical terminology in English. The study emphasizes the importance of effective teaching strategies, including the integration of both languages and the creation of a supportive learning environment, to enhance students’ confidence and comprehension. These strategies not only facilitate learning but also underscore the importance of tailoring instruction to the cultural and linguistic needs of students. Furthermore, the findings highlight the role of bilingualism in fostering equitable learning outcomes and improving academic performance. This research calls for further exploration of innovative and inclusive methods to support multilingual students when learning mathematics aiming to bridge gaps and ensure academic success in increasingly globalized educational settings. © Los autores.

Instituciones: Universidad Nacional Federico Villarreal