Using interactive apps to support learning of elementary maths in multilingual contexts: Implications for practice and policy development in a digital age

Interactive apps are becoming increasingly popular in supporting the learning of elementary maths in primary schools internationally. In this chapter, we consider how educational apps might support learning in multilingual contexts. We describe three empirical studies conducted with bilingual children in primary schools in South Africa, the United Kingdom (UK), and Brazil: two draw on qualitative teacher data and one employs a group design to investigate the app’s effects on children’s learning. We report evidence that supports consideration of how multilingual presentation of this technology can aid learning in elementary maths. We found that the app can support children’s choice of language of instruction and their learning in differing bilingual contexts. Implications for app-developers in improving access in multilingual contexts are considered. Attention is drawn to the pedagogical features of apps that facilitate multilingual learning. Finally, we consider the findings from these three countries within the wider context of multilingual instructional practices and policies for linguistic transfer. In so doing, we offer guidance for practitioners and policy-makers on app-based maths learning in multilingual educational settings, considering aspects of classroom implementation and the optimisation of learning through understanding student languages.