Engaging Bilingual Mathematics Learners With Principle-Based Instruction

Abstract

This paper uses a framework of four key principles and considers the research question: “How did four middle school mathematics teachers’ instruction align with these principles to engage bilingual mathematics students in mathematical work in meaningful ways?” Findings from qualitative methods provide examples from teachers’ practice, demonstrating how they: (1) used bilingual learners’ funds of knowledge and resources; (2) provided bilingual learners with cognitively demanding work; (3) provided bilingual learners opportunities for rich language and literacy exposure and practice; and (4) identified academic language demands and supports for bilingual learners.