ABSTRACT
Given the needs of today's students to function in the twenty-first century, it is imperative that students receive a high-quality mathematics program. The Principles and Standards for School Mathematics (NCTM, 2000) and the Common Core State Standards for Mathematics (NGA & CCSSO, 2010b) encourage the use of instructional practices that support the mathematical learning of all students. In order to achieve this goal, it is essential that mathematics teachers consider how the classroom environment and instruction influence what, how, and how much students learn, regardless of their English language proficiency.
It is essential that ELLs be presented with challenging mathematics, as recommended in the Common Core State Standards for Mathematics (NGA & CCSSO, 2010b). That is, ELLs should be exposed to the full range of mathematics topics and courses provided by the secondary school mathematics curriculum. As the Application of Common Core State Standards for English Language Learners notes:
Regular and active participation in the classroom—not only reading and listening but also discussing, explaining, writing, representing, and presenting—is critical to the success of ELLs in mathematics. Research has shown that ELLs can produce explanations, presentations, etc. and participate in classroom discussions as they are learning English.
ELLs, like English-speaking students, require regular access to teaching practices that are most effective for improving student achievement. Mathematical tasks should be kept at high cognitive demand; teachers and students should attend explicitly to concepts; and students should wrestle with important mathematics. (NGA & CCSSO, 2010a: 2)
Thus, as part of classroom instruction, ELLs should experience the Standards for Mathematical Practices recommended for teaching and learning mathematics. Key to this is a focus on classroom discourse, which plays an important role in every aspect of the mathematics classroom. Although the presence of ELLs might alter the dynamics of the classroom and may require additional support and strategies, their presence should not result in the use of a “watereddown” curriculum that limits what mathematics they learn and how they learn it. The goal for instruction should be to incorporate approaches that help ELLs develop a robust understanding of the content. To achieve this goal, teachers, as professionals, must seek and implement appropriate instructional strategies that recognize and acknowledge the mathematical understanding that these students possess, engage them in all classroom activities, and provide them opportunities to learn important and challenging mathematics.
