A functional linguistics analysis of a mathematics register expressed through two languages

Abstract

In Malta, Maltese and English are used for learning mathematics. In this paper, I present a starting point for investigating features of a spoken mixed Maltese/English mathematics register. Using data from an elementary classroom (two lessons), I draw on functional linguistics to describe how Maltese and English were combined to constitute the register in terms of interpersonal, textual and ideational meanings as defined by Halliday. I conclude that the translanguaging formed an integrated system due to the intricate role each language played in realizing the three elements of the mathematics register. Furthermore, diagrams and symbols were 'read' in English, illustrating the role of English in linking various semiotic systems. Finally, while nouns/noun phrases were embedded easily into Maltese sentence structure, I noted that some words that serve as adjectives or verbs in English were rendered nouns in Maltese. Further investigation will now require a larger scale study.