Schools today are affected by a monolingualism norm, and this study's primary goal is to give teachers knowledge of how to support pupils who are multilingual. It is about giving the teachers the right tools to help the pupils understand how to navigate through mathematical word problems in the teaching languages. This study is built of qualitative semi-structured interviews with seven different teachers. After that it´s analyzed by a thematic analysis and later on to achieve the result the authors used sociocultural perspectives, the norm of monolingualism and Bakhtin's theories about language and voices.

The result of the study showed multiple different challenges, such as reading comprehension, word and concept comprehension and understanding the content of the text. The study showed different strategies on how to help the students to understand better. For example, by conversation and reflection on words and concepts, and modeling. The study also talks about favorable results of these strategies. The conclusion of the study exposes the issue of how the pupils are affected by the monolingualism norm. The study raises awareness of the problem and that the teachers need to be more aware and take action to prevent the norm from taking over. Ultimately, it is the connection between word problems and the language of instruction that is not beneficial for multilingual students.