The Application of Mathematical Formulas in Teaching Linguistics Among STEM Learners in Higher Learning Institutions

Introduction

Discourses on the application of mathematical formulas in teaching linguistics can be traced back to the work of Partee et al. (1990) in which they stated that set theory and logical reasoning models in mathematics can be proved to be very useful in teaching some domains of linguistics. These domains include general linguistics, phonetics and speech-language processing (Kornai, 2009). The main intention was to simplify concepts of linguistics by using mathematical concepts such as automata theory, set theory, lambda calculus and formal language theory among others (Kornai, 2009). These discourses placed mathematics as a highly technical subject and also involved linguistic structures (Schleppegrell, 2007). It is also regarded as a language of numbers, symbols, notations and grammar (Leshem & Markovits, 2013). As a language, it involves logical and deductive reasoning traits (Sarukkai, 2003). These mathematical traits are universal all over the world thus making it a universal language used in teaching technology, science, business, and finance among other disciplines (Leshem & Markovits, 2013). The universality of mathematical tools such as the application of symbols helps in promoting even English language learners to understand mathematical instructions and tasks (Hemphill, 2010).

In general, mathematics is a very instrumental discipline in learning, acquisition of knowledge, and also a clear understanding of almost all academic fields (Abdul & Sarabi, 2015). Many education systems all over the world consider mathematics together with languages as compulsory subjects in many academic fields at higher learning institutions. For instance, mathematics and language-related courses are always introduced to learners in arts, humanities, and social sciences. This integration places mathematics and languages in a position to play a central role in learning other disciplines elementarily or in-depth. Language also plays a significant role in STEM (science, technology, engineering, mathematics) (Seitenova et al., 2023; Yocket Editorial Team [YET], 2023). In numerous higher learning institutions, STEM learners not only learn their specific sub-courses but also rely on language which is always perfected by using various language teaching methods, approaches, or strategies. Some of the strategies include promoting interaction about STEM content (verbal and written forms); involving interactive and designed scaffolding; and application of multilingual resources like websites and translation tools, home language, and paper resources like textbooks among others (Smit et al., 2023).

Currently, various societies all over the world tend to focus more on professionals with STEM backgrounds (Smit et al., 2023). However, according to Transparent Language (TL, 2016), some scholars cautioned the trend that though a lot of emphasis is on increased STEM enrolment in higher learning institutions, it should not be done in a way that derails the development of other subjects like languages. This clarion call prompted some STEM organizations to initiate projects aimed at bridging this gap by funding research and projects that are inclined towards linguistics such as computational linguistics, second language acquisition, sociolinguistics, and translation (TL, 2016). Since STEM has become an international engagement whereby scientists travel a lot and collaborate with others, there is a need for the development of an ability to communicate in many world languages through applicable innovative methods (Sanako, 2022).