Due to the increasing diversity of mathematics classrooms, teachers need guidance on how to support English learners (ELs) in mathematics classes in a way that situates language learning within mathematical activity. Unfortunately, neither mathematics education research nor EL education research is sure how to navigate the complexity of teaching ELs mathematics while supporting both their language development and their mathematical development through their participation in mathematical activity. This study examined ELs’ participation in mathematical Discourse, investigating how ELs used non-English language (NEL) symbol systems to support spoken English. I developed the Replace Augment Learn (RAL) framework to describe how ELs used NEL symbol systems to make up for decreased English literacy. Findings show how ELs with basic conversational English can use literacy with a variety of symbol systems to participate meaningfully in mathematical discourse.

Session Type: Poster Session