Strategies & Resources for Teaching Math to English Language Learners
Pull out a master schedule in most schools in the United States and it will have a departmentalized list of subjects like “math”, “language arts”, “science”, and so on. Though there are clear logistical reasons for these distinctions, math and language are so deeply intertwined, it's almost a misnomer to separate them. In fact, a recent study looking at student data found that “language and mathematics predicted the development of one another” (Peng P. et al., 2020).
It is this symbiotic relationship that can create extra difficulties for English language learners (ELLs) in math.
Moreover, as common core math standards were adopted in the vast majority of states across the U.S., math curriculums have seen marked shifts towards more theoretical math. For example, California recently published a new math framework that “encourages inquiry, problem-solving…and emphasizes students’ need to explicitly connect their conceptual understanding with facts” (California DOE, 2023). Even in states using other standards, such as Florida's B.E.S.T. (Benchmarks for Excellent Student Thinking) Standards, there is a strong emphasis on practical applications and conceptual understanding, which require students to work with word problems and contextualized scenarios.
These types of shifts, common in many states, underscore why a full understanding of language is crucial for math success and why it could present additional challenges for language learners.
English language learners have seen great strides in the past three decades, but—as with many groups—their math scores have dipped again since the pandemic. According to recent NAEP data, math scores fell for both 4th and 8th grade students categorized as language learners from 2019 to 2022. In light of this, it is crucial for educators to provide ELLs with intentional and differentiated support so that they can thrive as math students.
The good news is there are a myriad of programs, strategies, and resources to better serve these learners. Below are four high-leverage strategies that school leaders should ensure are embedded into any quality professional development for math content and EL teachers alike.
1. Explicitly identify and teach academic vocabulary
Take the mystery and ambiguity out of key terms to help students crack the code of math.
There is a fundamental connection between academic vocabulary and math proficiency (Espinas DR, Fuchs LS, 2022). Imagine solving or explaining a simple math problem without an understanding of terms like “fewer”, “equal”, “plus”, or “minus” and this becomes readily apparent. Fast forward a few years to a higher-level math class, and terms such as “variable”, “inverse”, and “ratio” pack an even more complex punch. All students need a thorough understanding of academic vocabulary, but for language learners, a highly tailored and explicit approach to these terms will be necessary for success.
Teaching strategies
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- Display visually rich anchor charts and word walls in the room. For example, the addition and subtraction anchor chart on the right can help students navigate synonymous terms. When creating word walls, use terms paired with visuals for greater impact.
- Point out and untangle common math homophones (“to”, “too”, “two” / “lesson”, “lessen” / “some”, “sum”).
- Always teach academic vocabulary with visuals. Methods like the Frayer Model encourage students to create their own images for improved understanding and retention.
- Encourage students to refer to and incorporate vocabulary in their native language where possible.
Lower the lift with BlueStreak
- Digital solution: The BlueStreak digital solution leverages digital manipulatives to introduce new concepts in Learning Cards.
- Worktexts: BlueStreak “Strategy Log” worktexts—available in both English and Spanish—include academic vocabulary throughout, as well as a full glossary. Each “Strategy Card,” or mini-lesson, also features visualizations to improve student understanding. These worktexts are available for Addition/Subtraction, Multiplication/Division, Fractions, and Decimals.
2. Intentionally unpack and scaffold new concepts and word problems
Help students break complex and verbose problems into bite-sized pieces.
As important as academic vocabulary is, it rarely exists in a vacuum. Instead, it is frequently a part of a word problem. To that end, it’s important to help language learners do more than merely understand a few key terms in a problem on their own. Students must be able to dissect the key terms, the context surrounding those terms, and identify the question that is being posed.
Teaching Strategies
- Incorporate the “Three Reads” Strategy to deconstruct a word problem and encourage students to annotate. Model this through the “I do. We do. You do” method for a gradual release.
- First read (teacher often reads orally): Read only for the situation, the context of the problem, and the main idea. Unpack academic vocabulary with students rather than simply providing it for them. You may also consider breaking the problem into separate clauses and sentences for deeper understanding (Oliveira, 2012).
- Second read: Read again to identify the numbers and quantities in the problem.
- Third read: Reveal the question being asked and discuss possible ways to set up the numbers into equations and ways to solve.
- Plan ahead for the language demands in word problems. Consider the math concept being practiced and tap into students’ prior knowledge or real-world applications to lessen unnecessary language demands. For example, changing names, places, items, or actions in a word problem into a context that is familiar for a language learner can help them focus solely on the math concept.
Lower the lift with BlueStreak
- Unpacking and scaffolding new strategies—particularly in a small group or one-on-one setting—is critical, but it can also be time-consuming for educators. BlueStreak’s Intervention Grouping Tool automatically identifies students in need of more direct support and the strategies for which they need it, enabling educators to be more strategic about when and how they provide this direct instruction.
- What’s more, BlueStreak’s pencil-to-paper Strategy Logs include turnkey “mini-lessons” that correspond to the intervention groups provided in the digital platform. These mini-lessons use a gradual release of instruction model and are scripted and scaffolded as shown below to facilitate low-lift small group or one-on-one instruction.
3. Get students speaking, listening, and writing
Frequently incorporate math language routines and provide students with multiple ways to explain their thinking.
Math teachers have always implored students to “show their work” rather than simply providing a number as an answer. However, it is becoming increasingly important for students to not just show their work through numbers, but also to be able to speak and write about their work, creating what Moschkovich refers to as “academic literacy in mathematics” (Academic literacy in mathematics for English Learners).
This is even more true for English language learners who need to consistently practice using the target language in meaningful ways. This can only happen in a language-rich math environment where students are explaining and demonstrating their understanding through their words.
Teaching Strategies
- Create sentence frames as a scaffold to help students focus on the most conceptual parts of their thinking (Bresser, Rusty, Melanese, Kathy, and Sphar, Christine, 2009). Consider the examples below:
- A _____ (is/is not) a _____ because _____.
- Another way to solve this problem is _____, but I chose my way because____.
- I see ______ and notice that ______. This shows me ______
- While a _____ and a _____ both have a _____, they are different because _____.
- If _____, then _____ .
- The answer must be ________, because ______ and _____.
- A question I have about this problem is ______.
- Foster math discussions that encourage students to use and apply their conceptual learning.
- Scaffold up to longer discussions by providing rich, complex tasks that provide natural places to stop, jot, and then share throughout the problem.
- Encourage reflection through speaking and writing that gets students using academic language and concepts again, even in their cool down.
- Encourage students to also converse in their native language when and where applicable.
Lower the lift with BlueStreak
- BlueStreak's Digital Learning Cards (shown above) leverage the Brain-Compatible Multimodal Sensory Impress Method for highly engineered instruction. This “See it, Hear it, Say it, Type it, Solve it” model corresponds to the ELL communication modes of listening, speaking, reading, and writing. It also stimulates more parts of the brain to promote better comprehension and retention.
- See it: Stimulates temporal lobes for hearing the sound of the language.
- Hear it: Stimulates occipital lobes for brain imagery.
- Say it: Activates the motor cortex in the parietal lobe and hearing in the temporal lobe as the student says the words aloud.
- Type it: Integrates senses in the motor cortex, creating powerful and lasting muscle memory.
- Solve it: Thinking and reflecting awaken the critical Frontal Lobes of the brain to perform the executive functions of cognition that include analyzing, evaluating, perceiving, comprehending, and connecting.
- In line with its deliberate practice model, BlueStreak strategy worktexts include metacognition activities in each lesson, providing an opportunity for students to explain what they have learned and describe how they feel.
4. Leverage technology to increase engagement
Thoughtful tech selection can result in improved outcomes and decreased math anxiety.
Coming out of the pandemic, one-to-one technology for students is the norm in almost every school district in the United States. Given that trend and the fact that today’s students are growing up in an increasingly online world, it makes sense that technology use in classrooms is on the rise. Research also shows that quality and well-selected digital materials have a positive effect on learners (Higgins, et. al, 2012).
However, edtech is an ever-expanding field, and not all tools are equally effective with ELLs. Here are a few criteria to keep in mind when working with digital technologies and language learners:
- Select a program that is adaptive in nature to provide a differentiated learning experience. Adaptive digital technologies like BlueStreak Math can increase growth and build self-confidence as students are provided with “just-right” challenging practice. (Fogarty, 2019).
- Tools that combine adaptive technology with real-time data allow educators to provide interventions as soon as they are required, ensuring misconceptions are quickly corrected and increasing the rate of student growth. Turnkey solutions like BlueStreak’s automatic intervention groupings harness the power of this real-time data while lowering the lift for educators.
- Ensure any program of choice is accessible for English language learners. All resources should be available in both English and Spanish, and additional features like BlueStreak’s click-to-voice technology elevate student comprehension and engagement by providing auditory support for written content in their preferred language.
Resources for further support
Overall, the goal with language learners is to help amplify ideas, not just to simplify. Implementing the strategies above will help ELLs engage with key terms and mathematical discussion, so that language is not a barrier to their success.
As school districts and leaders seek out ways to better serve an ever-growing population of language learners, getting the right tools in the hands of educators will make all the difference. To learn more or additional examples of the strategies mentioned above, check out these resources and links below:
Academic vocabulary
- Tips on how to select key terms
- Learn more about the Frayer Model
- See rich, colorful examples of math word walls
Breaking down word problems
Incorporating math language routines
