View in EDS

Rethinking Language in Mathematics for English Learners: Connecting Theory, Research, and Practice

Saved in:
Bibliographic Details
Title: Rethinking Language in Mathematics for English Learners: Connecting Theory, Research, and Practice
Language: English
Authors: Haiwen Chu, Monique Evans, National Research & Development Center to Improve Education for Secondary English Learners, WestEd
Source: National Research and Development Center to Improve Education for Secondary English Learners at WestEd. 2025.
Availability: National Research and Development Center to Improve Education for Secondary English Learners at WestEd. 730 Harrison Street, San Francisco, CA 94107. e-mail: elrdcenter@wested.org; Web site: https://www.elrdcenter.wested.org/
Peer Reviewed: N
Page Count: 16
Publication Date: 2025
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305C200008
Intended Audience: Teachers
Document Type: Reports - Evaluative
Education Level: Secondary Education
Descriptors: English Learners, Mathematics Instruction, Theory Practice Relationship, Classroom Techniques, Secondary School Teachers, Secondary School Students, Mathematics Achievement, Achievement Gap, English (Second Language), Second Language Learning, Second Language Instruction, Multilingualism, Linguistics, Teaching Methods, Mathematical Concepts, Concept Formation, Vocabulary Development
Abstract: This brief examines how current mathematics instruction often fails to meet the needs of multilingual students, particularly English Learners. With over 2.2 million English Learners in grades 6-12 and persistent achievement gaps in mathematics, this brief calls for a shift: treating language development not as a prerequisite for learning math, but as a natural outcome of meaningful, conceptually rich engagement. Grounded in language acquisition and systemic functional linguistics, authors Haiwen Chu and Monique Evans present three research-based, classroom-ready strategies for secondary educators. These practical approaches challenge outdated assumptions and empower teachers to better support students' mathematical and linguistic development in tandem.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2025
Accession Number: ED674747
Database: ERIC
Description
Abstract:This brief examines how current mathematics instruction often fails to meet the needs of multilingual students, particularly English Learners. With over 2.2 million English Learners in grades 6-12 and persistent achievement gaps in mathematics, this brief calls for a shift: treating language development not as a prerequisite for learning math, but as a natural outcome of meaningful, conceptually rich engagement. Grounded in language acquisition and systemic functional linguistics, authors Haiwen Chu and Monique Evans present three research-based, classroom-ready strategies for secondary educators. These practical approaches challenge outdated assumptions and empower teachers to better support students' mathematical and linguistic development in tandem.