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Supporting the Participation of English Language Learners in Mathematical Discussions.

The aim of this paper is to explore how teachers can support English language learners in learning mathematics and not only English. The focus of the analysis will be on one important aspect of learning mathematics: participation in mathematical discussions. I use a discourse perspective (Gee, 1996) on learning mathematics to address two pairs of questions central to mathematics instruction for students who are learning English (as well as for students who are native English speakers):