Résumé
In this chapter, we describe the challenges and opportunities (related to mastery of the language of instruction) that second language learners face in undergraduate mathematics programs. The presence of such students is nowadays very common in many undergraduate courses due to migration, student mobility, and other factors. We provide examples of various multilingual contexts at the university level, summarize insights from international research on this topic, and present emergent proposals for helping students to overcome these challenges. This chapter highlights the importance of continuing research on the topic of second language learners in undergraduate mathematics courses so that we can offer research based approaches to improve undergraduate mathematics teaching in multilingual contexts. This chapter will provide the mathematics education research community involved in advanced mathematics, as well as instructors and policy makers, to become aware of the issues involved in undergraduate mathematics learning and teaching for second language learners.