Misunderstanding the language-concept connection by math educators attributes to low levels of achievement among ELLs, thus widening the gap, so to speak. This research discusses parallels between effective mathematics teaching and effective second-language teaching, as well as specific strategies that both use to make input comprehensible.
Garrison, Leslie and Mora, Jill Kerper. Adapting Mathematics Instruction for English Language Learners: The Language-Concept Connections. Changing the Faces of Mathematics: Perspectives on Latinos (March 1999): 35-48.
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