Supporting English Language Learners in Secondary School Mathematics

This qualitative case study of five grade nine and ten mathematics educators explores how teachers support English Language Learners in their math classrooms. The findings suggest that teachers getting to know their students and creating a positive community within their classroom form the foundation for supporting English Language Learners and should be a priority in mathematics classrooms. While teachers do not have access to resources they need, they manage with what they have and support students as best they can. A collective effort from the school staff creates a multi-level support system for ELL students and their teachers. Finally, there is a lack of formal professional development around ELL students in the mathematics classroom, but teachers pursue their own learning to improve their methods and strategies for this group. Overall, this study discovered that many of the strategies used for ELL students are, in fact, useful for all students.M.A