Abstract
The purpose of this qualitative study was to explore third- through fifth-grade teachers’ perceptions of effective vocabulary instruction and collaboration practices used to support English Language Learners (ELLs) in understanding, discussing, and solving math word problems. The problem addressed was that ELL students in rural southeastern U.S. school districts were not achieving mathematics proficiency at the same rate as their native English-speaking peers, particularly when solving word problems requiring academic language comprehension. The findings revealed that teachers viewed math vocabulary instruction as essential for closing academic gaps while also identifying vocabulary as a major barrier when it was not explicitly taught. Teachers described visuals, models, and hands-on tools as essential supports for helping ELL students understand, discuss, and solve math word problems. Participants also expressed a need for professional development focused on specific scaffolds and linguistic supports for ELL students in mathematics. Finally, teachers reported that collaboration between ESOL specialists and classroom mathematics teachers was effective when it occurred but was often limited or absent. The study concludes that direct math vocabulary instruction, protected collaboration, and targeted professional development are important for creating equitable access for ELL students in the mathematics classroom.
Recommended Citation
Gammon, C. L., & Skelton, J. (2026). Math Language Acquisition and Improving English Language Learners’ Ability to Understand and Solve Math Word Problems. Journal of English Learner Education. (19)3.
Retrieved from https://stars.library.ucf.edu/jele/vol19/iss3/2
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Elementary Education Commons, Indigenous Education Commons, Language and Literacy Education Commons, Other Educational Administration and Supervision Commons, Teacher Education and Professional Development Commons
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