A commonly held notion is that students learning English will do well in a mathematics classroom because mathematics is not a subject dependent on language proficiency. However, a student who is an English language learner (ELL) may struggle to succeed in the mathematics classroom where only English is taught. In 2004, there were approximately 5 million children in grades K–12 who were considered ELLs (NCELA 2004). Students from various language backgrounds may be learning English at the same time that they are learning new concepts in mathematics taught through English. Further, students are also learning the academic language of mathematics. The NCTM states: “All students should have the opportunity and the support necessary to learn significant mathematics with depth and understanding” (NCTM 2000, p. 5). There are strategies for teaching mathematics to students who are ELLs. However, in addition to using these strategies, mathematics teachers also need to provide explicit language instruction for those students learning English (Rothenberg and Fisher 2007). By differentiating instruction in mathematics for English language learners, teachers can plan and provide access to mathematics curriculum for all students, with the added goal of language instruction for students learning English.
Stories of K-12 English language learner teachers developing professionally through informal collaboration within occupational communities
