Supporting English Language Learners in Ontario Mathematics Classrooms and Beyond

This paper analyzes the current Ontario Ministry of Education policy documents to evaluate the effectiveness of Ontario’s directives on teaching English Language Learners (ELLs). It examines how these documents align, and not, with plurilinguistic theories, and the implications for mathematics education. Significant themes, assumptions and omissions are identified in the documents, with a discussion on their impact to teaching ELLs, including a warning against adopting deficit models of bilingualism. This document analysis is relevant to educators and administrators who are looking to better support their ELLs and reduce the performance gap. While the context for the analysis is teaching mathematics to ELLs in Ontario, the findings can be applied generally across the K-12 curriculum and beyond