In this essay, the author describes principles for equitable mathematics teaching practices for English Language Learners (ELLs) and outlines guidelines for materials to support such practices. The author says that although research cannot provide a recipe for equitable teaching practices for ELLs, teachers, educators, and administrators can use this set of research-based principles and guidelines to design equitable mathematics instruction, developing their own approaches to supporting equitable practices in mathematics classrooms. She also says that her recommendations present “use” a complex view of mathematical language as not only specialized vocabulary but also as extended discourse that includes syntax, organization, the mathematics register, and discourse practices. She concludes that the principles and guidelines stress the importance of creating learning environments that support all students (but specifically those learning English) in engaging in rich mathematical activity and discussions.
This is an exceptional resource for developing mathematics instruction for ELLs aligned to the CCSS. It is well researched and carefully thought out. The information is at the right grain size for teachers to really be able to work with.