Language should build bridges, not barriers—especially in the mathematics classroom.
When we think about English Learners (ELs) in our schools, conversations often center on reading and writing instruction. But mathematics presents its own unique set of challenges and opportunities for our multilingual students. At The MEL Community Foundation, we believe that every subject area—including math—deserves thoughtful attention to language development.
The Math-Language Connection
It’s a common misconception that mathematics is a “universal language” that transcends linguistic barriers. While numbers and operations may be consistent across cultures, the way we teach, discuss, and assess mathematical thinking is deeply embedded in language. Elementary students learning English must simultaneously:
- Decode specialized mathematical vocabulary (denominator, perimeter, quotient)
- Understand multi-step word problems
- Explain their mathematical reasoning
- Navigate different formats for writing numbers and operations
For English Learners in Massachusetts elementary schools, this dual challenge can create barriers to demonstrating their true mathematical understanding. A student who can mentally solve complex problems may struggle to explain their process in English, leading to underestimation of their capabilities.
Strategies That Work
1. Build Mathematical Vocabulary Explicitly
Don’t assume students will pick up mathematical terms through exposure alone. Create word walls with visual representations, use cognates when available (fraction/fracción, multiplication/multiplicación), and have students maintain personal math dictionaries. For Portuguese-speaking students—a significant population in many Massachusetts districts—recognizing terms like “adição” (addition) and “subtração” (subtraction) can accelerate comprehension.
2. Use Visual Representations Consistently
Manipulatives, diagrams, number lines, and charts aren’t just for struggling students—they’re essential tools for making abstract concepts concrete. When teaching place value, for example, base-ten blocks provide a visual anchor that doesn’t rely on language. Pair every verbal explanation with a visual one.
3. Emphasize Multiple Solution Paths
Create classroom cultures where students can solve problems in different ways. An EL student who learned a different algorithm in their home country should be encouraged to share and explain their method. This validates their prior knowledge while building English skills through mathematical discourse.
4. Simplify Language, Not Math
When creating or modifying word problems, focus on clarifying the language without reducing the cognitive demand. Instead of: “Determine the total number of students if each of the seven classrooms contains twenty-three pupils,” try: “Each classroom has 23 students. There are 7 classrooms. How many students in all?”
The mathematics remains challenging, but the linguistic load is reduced.
The MEL Community Foundation supports organizations working to raise academic achievement and post-secondary educational attainment for English Learners in Massachusetts public schools. To learn more about our grant opportunities or to support our mission, visit melcommunityfoundation.org.