My learners are students from Grades 6 to 11 in a government girls' school following the Bilingual Education programme, where Mathematics is taught in English while recognising the importance of their home languages. The majority of my students are Sinhala-speaking, with a small group of Tamil-speaking Muslim students, creating a multilingual and multicultural learning environment. Their socio-economic backgrounds are varied but mostly fall within middle to lower-middle income levels, which shapes their access to resources and exposure to English. As adolescents, they require emotional support, confidence-building, and meaningful learning experiences that help them connect Mathematics with their real lives. Understanding these characteristics helps me select the most appropriate teaching strategies for their needs.
My students demonstrate several strong learning qualities that positively influence their progress in Mathematics. They collaborate well and enjoy working in pairs and groups, which supports peer learning and builds confidence in English communication. Their natural curiosity motivates them to ask questions, explore patterns, and understand the “why” behind mathematical concepts. Many students are strong visual learners, benefiting from diagrams, colours, charts, and models that make learning more concrete. They also respond enthusiastically to hands-on learning activities, such as using manipulatives and real-life objects. These strengths guide me in designing lessons that are interactive, visually rich, and aligned with CLIL principles.
My students' home languages are primarily Sinhala, with a smaller group speaking Tamil, while English functions as their second or third language. Their English proficiency varies significantly, creating gaps in their ability to understand mathematical vocabulary, instructions, and word problems. Common challenges include confusing similar mathematical terms, difficulty forming complete sentences, spelling errors, and reliance on their first language to interpret meaning. To support their language development, I use strategies such as maintaining a reading corner with simple mathematical texts, a vocabulary corner displaying key terms with visuals, and sentence frames that help them construct accurate mathematical explanations. These strategies strengthen both content and language learning.
My learners face several challenges that influence their performance in bilingual Mathematics classrooms. Many students lack sufficient English vocabulary, especially mathematical terminology, which affects their comprehension and accuracy. They also struggle with interpreting mathematical language in word problems, leading to misunderstandings even when they know the procedure. Some learners display low confidence when speaking or responding in English, often due to fear of making mistakes. Additionally, the classroom includes mixed ability levels, requiring differentiated instruction. These challenges highlight the need for scaffolded learning, continuous encouragement, and language-sensitive teaching approaches.
As a Bilingual Mathematics teacher, my role is to support students' understanding of Mathematics through English, while valuing their home languages as learning resources. I use scaffolding techniques to break down complex concepts and language into manageable steps, allowing students to build confidence gradually. Translanguaging helps students use Sinhala or Tamil when necessary to access meaning, while I guide them toward clearer English communication. Through the CLIL approach, I integrate content and language objectives, using visuals, vocabulary support, real-life examples, and collaborative tasks. I also practice differentiation by adjusting activities and expectations to match learners' diverse abilities. My goal is to create an inclusive classroom where every learner feels capable, supported, and motivated to grow in both Mathematics and English.