March 25, 2026Language, Math Classroom, Multilingual Learnersby Math for All

Planning for Multilingual Learners in Math, Part 2

There are two broad considerations when planning support for the English language development (ELD) of students who are multilingual learners (MLs) within general education mathematics lessons in the United States. As we wrote about in Part 1 of this blog series, the first consideration is to understand and articulate mathematics language expectations for your students. Second—and the focus of Part 2 in this post—is to determine whether and how to adapt an individual lesson so your students meet those language expectations along with the associated mathematics content objectives. A language-focused version of the Math for All lesson adaptation process can act as a springboard for the co-development of language and mathematics.

January 9, 2026Language, Math Classroom, Multilingual Learnersby Math for All

Planning for Multilingual Learners in Math, Part 1

As math teachers, when we are serving students from different countries—those whose parents studied outside of the U.S., or those for whom English is a second or additional language—we should take time to orient ourselves to their background knowledge and assets. It is through a growing understanding of who they are, and the resulting dialogue, that we can honor the “funds of knowledge” they and their families contribute to our educational system and to our math classrooms.

March 2, 2021Learning, Multilingual Learners, Remote Learningby Math for All

Using Word Walls in Remote Mathematics Classrooms

Mathematics is full of specialized vocabulary and technical terms, and becoming familiar with mathematical language is an important part of learning in this subject. Word walls are valuable tools that teachers can use to support students’ use of mathematical language as they express their thinking when speaking and writing. Word walls are particularly helpful for multilingual learners who are learning English.

October 21, 2020Multilingual Learners, Remote Learningby Math for All

Distilling What’s Important: A Less-is-More Approach for Working with Multilingual Learners

Making math and literacy instruction accessible to MLLs/ELLs is always a complex, challenging, yet rewarding endeavor. This is particularly the case during a pandemic, where we must present language virtually, over the phone, and within take-home packets for students and their families. These extraordinary circumstances provide opportunities to reflect on how we may design responsive, practical, and sustainable ways to support MLLs/ELLs remotely.

Multilingual Learners

Planning for Multilingual Learners in Math, Part 2

Planning for Multilingual Learners in Math, Part 1

Using Word Walls in Remote Mathematics Classrooms

Distilling What’s Important: A Less-is-More Approach for Working with Multilingual Learners

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