The problem is that ELLs are lagging behind their English only speaking peers in math. “With higher levels of oral English proficiency, English Language Learners have better academic language and a wider repertoire of language learning strategies, and they are able to better participate in meaningful learning interactions.” (Saunders & O’Brian, 2007) The ELLs are in the same classrooms, have the same resources, have the same teachers, but they do not have the same language competency. These ELLs do not have the same language fluency and yet are still expected to master the same Math Practices and Common Core State Standards, as their English only speaking counterparts. Teachers have the curriculum and resources for English only speaking students, but not necessarily resources for teaching English Language Learners. To read more about the discrepancies in math achievement, please read my entire research paper.
Please click on the poster below to further explore the results of my research.