Exploiting the potential of bilingualism: Irish-medium primary mathematics teachers’ self-reported practices in relation to utilising language-as-resource

The specific role of language in the teaching and learning of mathematics in bilingual contexts has been well documented. Previous research has tended to focus on the negative impact of language on learning, but there is a move towards a non-deficit view of bilingualism and utilising language-as-resource in the mathematics classroom. This paper builds on the concept of language-as-resource by considering the specific linguistic characteristics of a language in supporting mathematics learning, in order to reap the benefits of bilingualism. A detailed questionnaire was utilised in order to examine Irish-medium primary teachers’ practices in relation to teaching mathematics through the medium of Irish. Teachers (n = 315) from 77 Irish-medium primary schools (77% of the targeted sample) have responded to the survey. Their self-reported practices reveal a lack of utilisation of a language-as-resource orientation and the incorporation of specific features of the Irish language and culture, when teaching mathematics. In order for teachers to exploit the benefits of bilingualism and classroom opportunities for learning, resources and professional development programmes need to be established that incorporate the development of pedagogical approaches that support a language-as-resource orientation.