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Students’ levels of academic achievement in mathematics and science can be affected when they are instructed in a language that is not their first language or vernacular. This paper examines the language and literacy challenges of school mathematics and science when the language of instruction is Standard English (SE), but students’ first language or vernacular is an English-related Creole. The report is based on teacher and student discourse in three classrooms at different levels of one primary school in the Caribbean country of Trinidad and Tobago. Qualitative content analysis of transcripts was used to identify areas of challenges for students. Using Halliday’s systemic-functional theoretical framework, the challenges of negotiating the registers of the disciplines are analysed and described. The study concludes with a discussion of the pedagogical implications of the findings. Suggestions are also offered for teachers who wish to help their students “cross language borders” to gain access to curriculum content in second language/dialect situations.

Understanding the Language and Literacy Challenges for Students Learning Mathematics and Science