A synthesis of linguistic and semiotic structures that create problems for adult-CALD bilingual learners when decoding and learning M2 (Mathematics in English as an Additional Language)

This study employs linguistics and semiotic science, and interpretive and synthetic logics to synthesise the problem of teaching and researching adult-CALD bilingual learners when decoding and learning M2 (Mathematics in English as an Additional Language). The findings identify the philosophical and structural conventions, and bilingual decoding and learning behaviours that emerge and create problems when decoding and learning M2 in a cross-cultural, linguistic, and semiotic context. The thesis advocates (1) structural and language-based teaching strategies and (2) poststructuralists’ interpretive and synthetic logics to address the complex language learning problem.