Language-dependent knowledge acquisition: investigating bilingual arithmetic learning

Abstract

Previous studies revealed language-switching costs (LSC) in bilingual learning settings, consisting of performance decreases when problems are solved in a language different from that of instruction. Strong costs have been found for arithmetic fact knowledge. The aim of the present study was to investigate whether LSC in arithmetic also emerge in an auditory learning task and in pure fact learning. Furthermore, we tested whether LSC are influenced by the direction of language-switching. Thirty-three university students learned arithmetic facts of three different operations (i.e., multiplication, subtraction, artificial facts) over a period of four days. The training was either in German or English. On day five, participants solved problems in both languages. Results revealed LSC in response latencies for all three types of problems, independent of the direction of language-switching. These findings suggest that LSC are modality-unspecific and occur independent of the type of arithmetic fact knowledge.

Number transcoding in bilinguals—A transversal developmental study

“…LSC in the context of math training was replicated in 9 th and 11 th graders attending German-French bilingual education curricula, who were trained to solve arithmetic in German or French [ 53 ]. Similar LSC was found in German-French [ 54 ] and German-English bilingual adults [ 55 ]. Hence, independently from language dominance, arithmetic and mathematical problem solving are facilitated when tested in the same language as they are learned, and they are accompanied by a cost in the untrained language.…”

Units first or tens first: How bilingualism affects two-digit number transcoding?

“…In contrast, when the participants had to perform the task in their LM-, they could not directly associate the corresponding number word with the corresponding Arabic number form but needed to rely on more complex alternative processing, leading to additional cognitive processing reflected in longer response times. Bilinguals are indeed known to store arithmetical facts in long-term memory in the verbal format of the language in which they were learnt and these facts are not transferable to another language (Campbell & Epp, 2004;HAHN, SAALBACH, & GRABNER, 2017;Saalbach et al, 2013;Spelke & Tsivkin, 2001;Venkatraman, Siong, Chee, & Ansari, 2006;Volmer, Grabner, & Saalbach, 2018). Relatedly, bilinguals are faster and more accurate to perform verification of correctness tasks in their LM+ than LM-, even if LM-is their mother tongue (Bernardo, 2001).…”

“…The literature often distinguishes balanced from unbalanced bilinguals. While the former are able to speak two languages with the same proficiency, the latter also master two languages but have a systematic preference and advantage for one of those (Guijarro-Fuentes, Larranaga, & Clibbens, 2008;Müller & Pillunat, 2008). Unbalanced language proficiency levels are often coupled with distinct moments of language acquisition during life, leading to a first learned language L1 usually mastered better than a later learned second language (L2).…”

Students’ understanding of a geometric theorem: A case of grade 9 problem posing

“…Students in a bilingual classroom frequently engage in the process of translanguaging in order to process both the mathematics language and the medium of instruction utilized at home. This procedure is occasionally insufficient considering the intricacy of the process necessary to address both languages concurrently (Mielicki et al, 2017;Hahn et al, 2019;Tyler, 2016). Understanding entails grasping the entire structure and processing both linguistic and symbolic registers concurrently (Duval, 2006).…”