Equity for Multilingual Learners: Long-term English Learners’ Opportunities to Engage in Mathematical Discourse

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 4
  In Roundtable Session: Mathematics Learning for Multilingual Students

Abstract

LTELs face persistent academic barriers where they demonstrate lower mathematical achievement, higher course repetition, and limited access to college-preparatory courses. This study examined how discourse practices in Algebra I can support both mathematical understanding and academic language development for LTELs.
Guided by Vygotsky’s (1978) sociocultural theory and Moschkovich’s (2015) framework of academic literacy in mathematics, the study focused on discourse as a mediational tool for conceptual understanding and language acquisition. Data sources included classroom observations, student and teacher interviews, and student focus groups.
Findings indicated that while teachers intended to promote discourse, LTELs were more likely to participate in low-stakes interactions or one-on-one teacher support but were hesitant to share publicly due to anxiety, language barriers, and peer dynamics.

Author

• Teresa Granados, Claremont Graduate University