Mathematics education in bilingual contexts: Irish-English, Breton-French

Caroline Poisard (1) , Maire Ni Riordain (2) , Erwan Le Pipec (3, 4)

1 CREAD EA 3875 - Centre de Recherche sur l'Education, les apprentissages et la didactique
2 NUI Galway - National University of Ireland [Galway]
3 CRBC Brest - Centre de recherche bretonne et celtique
4 ESPE Bretagne - École supérieure du professorat et de l'éducation - Bretagne

Irish and Breton are both Celtic languages but unity has vanished resulting in deep linguistic differences. But the common heritage is still at hand when one considers the lexicon, grammatical peculiarities and number. The concept of the structure of a language im-pacting on thought processes is referred to as the linguistic -relativity hypothesis, which proposes that the vocabulary and phraseology of a particular language influences the thinking and perception of speakers of this language, and that each language will have a different cognitive system. This paper examines the Irish and Breton languages in their bilingual context, their linguistic characteristics and impact on mathematics learning in comparison to English and French, while identifying future research requirements.

Mots clés: Bilingual contexts; Irish-English; Breton-French; linguistic differences

Domaines: Education; Histoire et perspectives sur les mathématiques [math.HO]

Caroline Poisard, Maire Ni Riordain, Erwan Le Pipec. Mathematics education in bilingual contexts: Irish-English, Breton-French. CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education, Charles University in Prague, Faculty of Education; ERME, Feb 2015, Prague, Czech Republic. pp.1468-1474. ⟨hal-01287778⟩