The effective use of mathematics instruction in English is essential for developing 21st-century skills such as problem solving, critical thinking, and analytical reasoning. As mathematics is increasingly recognized as a foundational discipline, it is vital to implement effective teaching methods for students learning English as a foreign language (EFAL). This is particularly important in multilingual classrooms, where students encounter additional challenges such as the mastering of mathematical language, its concepts as well as English which the language used to present these lessons. Therefore, this study aims to explore strategies that support EFAL students in their learning of mathematics. A qualitative approach with a case study design was adopted to investigate methods for assisting students in this subject area. The sample consisted of eight intermediate teachers who were purposively selected from two primary schools. Data was collected through semi structured one-on-one interviews, and thematic analysis was utilized to analyze the information gathered. The findings emphasize the importance of using language support strategies does not only enhance students’ understanding of mathematics lessons but also encourage collaborative learning. Additionally, the effective use of instructional resources was found to be crucial for helping students grasp mathematical concepts. These insights offer valuable strategies that mathematics teachers can employ to improve their instruction. The study concluded that incorporating language support strategies along with appropriate teaching aids significantly enhances EFAL students' understanding of mathematics during the intermediate phase. This research guides intermediate teachers on how to better support their students in excelling in mathematics. Therefore, exposing these teachers to various mathematics strategies enables them to implement tailored made strategies that would respond to diverse students’ needs and can provide additional support for those who may struggle.
Lungiswa et al. (Mon,) studied this question.