This article explores the linguistic challenges encountered by English as a Second Language students in mathematics education and introduces a psycholinguistic approach to mitigate these challenges by integrating principles of second language acquisition and cognitive psychology. The study employs a mixed-methods design, combining quantitative assessments of language proficiency and mathematical problem-solving with qualitative data from classroom observations and student interviews. Key findings reveal a significant correlation between language proficiency and mathematical performance, highlighting the importance of targeted language support. The article concludes with practical recommendations for educators to enhance ESL instruction in mathematics, fostering improved comprehension and academic success.

ESL, mathematics education, psycholinguistics

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