Good at Maths but Can't Read the English Question? Four Foundations for G1–G5

A child who can do the maths but cannot understand an English word problem is not necessarily weak at maths. The difficulty may lie in English vocabulary or reading comprehension, or in maths concepts and adjusting to the classroom.

For children in G1–G5, English, reading, maths and study habits are connected. For families moving from a Chinese-medium school to an English-medium international primary school in particular, what matters is not only how much the child has learned, but whether they can understand, explain and use it.

1. "Mum, I can work it out — I just can't understand it."

An eight-year-old had been in Grade 3 at a Chinese-medium primary school.

He was good at maths and always conscientious. His parents wanted him to have more options for overseas study later, so they decided to move him to an English-medium international school.

A few weeks into term, his mother noticed a change.

He used to have endless things to tell her after school. Now, asked how school was, he mostly said: "Fine."

One evening she sat with him over his maths homework.

An English word problem stopped him. He read it again and again but did not pick up his pencil.

She tried translating it into Chinese.

He thought for a moment, then quickly wrote the equation.

"Mum, I can do it. I just didn't know what the English question was asking."

She realised that what she had feared was a maths problem might not be entirely one.

If a child understands the quantities but is unfamiliar with the English wording, what he needs may not be to relearn addition and subtraction, but to learn how to understand maths in English.

Of course, if he still cannot set up the calculation after the question is translated, then his maths foundation needs a closer look.

The same unsolved question can have entirely different causes.

That is what parents need to learn to tell apart once a child enters an English-medium school.

Note: the above is a representative scenario built from common difficulties in cross-language transfers, not a real CCS student.

2. English: he can chat — so why can't he follow the lesson?

Parents often ask: "My child can talk to the foreign teacher — can he keep up in an international school?"

Not necessarily.

Everyday conversation and subject lessons demand different English.

A child may understand:

How was your weekend?

But when the maths teacher says:

Explain your reasoning.

he does not know how to answer.

It is not that the sentence is especially hard. The child has to understand English and organise his mathematical thinking at the same time.

The Education Endowment Foundation (EEF) in the UK has studied classroom language support for pupils who have English as an additional language (EAL), looking at subject vocabulary, grammar and spoken expression. The research reminds educators that language learning cannot stop at everyday conversation; attention must also go to how children understand and express themselves in subject lessons.

So for primary children, English learning needs to cover at least three things:

• Understand: follow the teacher's instructions and classroom questions.
• Explain: gradually be able to say how they got an answer and what they think.
• Use: apply English to reading, maths and other subjects.

If a child cannot yet explain in English, let him explain first in a language he knows.

Parents do not need to rush to correct every word.

Checking that the child understands first, then helping him find the right English words, is often more useful.

3. Reading: he reads fluently — so why can't he say what it means?

Some children read an English story aloud smoothly, and it sounds good to their parents.

But afterwards, asked "What was the passage mainly about?", the child cannot answer.

Reading words aloud and understanding text are not the same thing.

Reading means knowing the vocabulary, understanding the sentences, connecting to what you already know, and learning to find information in the text.

Across G1–G5 the focus of reading gradually shifts.

These are general directions. Children progress at different speeds, especially those learning a second language.

When you read together at home, try changing the questions you ask.

Ask less "Did you remember the words?" and more:

• "What did this passage tell you?"
• "Why do you think he did that?"
• "Where in the book does it say so?"

He may not answer straight away.

Sometimes he needs to turn back through the book; sometimes a parent needs to help him understand one sentence.

All of that is valuable.

Reading is more than saying the words aloud. What matters more is whether a child can use text to learn about the world, understand other people's thinking, and slowly form judgements of his own.

4. Maths: what matters is that he knows why he calculates that way

Back to the English maths question at the start.

Emma has 24 pencils. She gives 8 pencils to her friends. How many pencils does she have left?

If a child knows the numbers but not what gives and left mean in the sentence, he may not be able to decide which operation to use.

A parent can first explain the problem in Chinese, then ask him to draw 24 pencils and what changes after 8 are given away.

Then ask: "Why do you think it's subtraction?"

That tells us more about his thinking than simply getting him to answer 16.

Parents can watch for these patterns:

The US Institute of Education Sciences (IES), in its 2021 practice guide on elementary maths, lists explicit mathematical language, visual and concrete representations, and teaching word problems among its evidence-based recommendations.

It also offers parents a reminder:

Do not look only at how quickly a child calculates; look at whether he truly understands the relationships.

When a child struggles, listening to how he explains it is easier than pointing out the mistake straight away, and shows more about the real problem.

5. Study habits: children don't need parents standing behind them forever

Some children rarely missed homework before, but in a new school begin to forget tasks, or turn to their parents at the first difficulty.

Parents may wonder: "He was so self-motivated — why does he need reminding about everything now?"

In an unfamiliar language and classroom, a child may spend far more effort understanding the teacher's instructions, remembering different tasks, and deciding what to do first and what next.

The Center on the Developing Child at Harvard University groups working memory, cognitive flexibility and self-control under executive function. These abilities are closely tied to attention, organising tasks and self-management, and develop gradually through childhood in everyday life and learning.

For G1–G5 children, parents might talk through three questions after school:

1. What did you learn today?
2. What don't you understand yet?
3. What's the one thing you want to get done first tomorrow?

Younger children can answer aloud; older ones can try writing it down.

These simple conversations help a child review his learning and help parents see what he really needs.

We do not expect a seven- or eight-year-old to suddenly organise all his work like an adult.

He needs reminders, and he needs practice.

As he grows more capable, parents can slowly let go and give him responsibilities that suit his age.

6. At CCS, how do we help parents understand a child's starting point?

For families preparing to move to an international school, the most important question is often not: "Is my child's English score good enough?"

It is: "What can my child already do, and what help will they need in the new setting?"

The primary school at Chiang Mai Cedar International School (CCS) covers G1–G5 and uses an English-medium, American curriculum framework.

At this stage the school emphasises English reading, mathematical thinking and the development of independent learning.

On the settling-in questions parents care about, the CCS website sets out several arrangements.

Pre-admission assessment

New students take tests in English, maths, grammar and reading, and an interview (online or on campus). The school uses these to understand a student's language level and basic academic ability.

This gives parents and the school something concrete to discuss about the child's starting point.

ESL support

CCS offers ESL support to help students develop listening, speaking, reading, writing and the academic language needed in class. Whether it applies, how it is arranged and what it costs should be confirmed with the admissions team (fees are listed on the Admissions page).

Small-class environment

According to the school, the school-wide student-teacher ratio is currently about 1:2, and as enrolment grows the school caps it at 1:8 — a ceiling, not a target.

A low ratio gives more contact between teachers and students, but it does not mean every student has fixed one-to-one lessons.

For a child like the one at the start of this article, parents can come to the school with a real description of the situation.

For example:

• "He used to be good at maths but has trouble understanding English word problems."
• "She can chat every day but finds English textbooks hard going."
• "We're not sure whether she should go straight into G3 or needs more language preparation."

Questions like these lead to a more useful conversation than simply asking "Does the school teach English well?"

CCS also encourages parents to look into the actual curriculum, admission requirements and learning-support arrangements, then decide in light of their own child.

Learn more: CCS primary programme, Admissions and entrance assessment

7. Three questions parents often ask

My child's English is weak — can he still apply for G1–G5?

You can make an enquiry, but whether he can be admitted and which grade suits him depends on age, previous schooling, the entrance assessment and the school's admission requirements.

CCS offers ESL support, but that does not mean every child with no English can enter any grade directly.

He is only moving to an international school in Grade 3 — will he fall behind?

Not necessarily.

The maths he has learned, his reading in his first language and his study habits are still valuable.

But once learning switches to English he may need time to adjust to new subject language, ways of taking part in class and learning tasks.

What parents should watch is where he already has a foundation and where he still needs support.

My English isn't good — how can I help my child learn?

Parents do not have to take on all the work of an English teacher.

Reading together every day, discussing questions, listening to your child talk about class, and helping set up a regular homework time are all things you can do.

If your child cannot understand some English material, speak to the teacher promptly.

For primary-age children, steady companionship matters as much as the right learning support.

Helping your child find the right starting point

Back to the child with the English maths problem.

After a while he may still meet words he does not know, and problems he cannot solve.

But if one day he tells the teacher by himself: "I know how to work it out, I just don't understand this word in the question,"

we will be glad of that change.

It means he has begun to know what he does not understand, and to learn to say what he needs and ask for help.

In primary school we hope children gain not only knowledge, but also ways of learning it, and the courage to keep trying when things are hard.

If your child is in G1–G5, or is preparing to move from a Chinese-medium school to an English-medium international school, we welcome a conversation with CCS.

Arrange a CCS primary admissions conversation

Before contacting the school you might think about:

• Which grade is my child in now?
• What does he most need help with in English, reading or maths?
• Does the family have plans for overseas study or long-term international education?

You do not need a perfect learning plan ready. Understanding your child's real situation is a good start.

You can send an enquiry through the Admissions page, or request a campus visit through the form on the home page:

• Phone: +66 (0) 62 620 8307
• Email: ccs-admin@chiangmaicedar.ac.th
• Address: No. 2, Soi 5, Chiang Mai–Mae On Rd., On Tai, San Kamphaeng, Chiang Mai, Thailand

References

1. Harvard University — Center on the Developing Child. Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence (2014). On the development of executive function, attention and self-management. Link
2. U.S. Institute of Education Sciences — What Works Clearinghouse. Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades (2021). Evidence-based recommendations on maths language, conceptual understanding, visual representation and word-problem teaching. Link
3. Education Endowment Foundation. EAL in the Mainstream Classroom. On language support for pupils with English as an additional language in subject lessons. The study population was mainly secondary pupils, so its results should not be read directly as the effect of primary ESL teaching. Link