Differentiating Mathematics Instruction for Secondary-Level English Language Learners in the Mainstream Classroom

This study investigated the nature of dyadic interaction between secondary English language learners (ELLs) engaged in mathematics peer tutoring sessions. An analysis of 15 ELL expert/novice student-tutoring dyads and three mathematics teacher/ELL novice dyads revealed the importance of questions and wait time in developing novice tutee ownership of mathematical problem-solving activities. Under current U.S. policy, mathematics teachers are encouraged to adapt to reform-oriented teaching practices that emphasize discourse and communication, as noted in the National Council of Teachers of Mathematics standards published in 1989, and to prepare ELLs to participate in high-stakes large-scale assessments. Often used as gatekeepers to high school graduation, secondary school math teachers are not only under pressure to adapt their teaching strategies to reflect reform-oriented methods, but also under an immense time constraint to prepare all students for graduation. The results of this study are supported by Vygotsky's theory of cognitive development and can offer secondary mathematics teachers of ELLs practical strategies that reflect reform-oriented teaching practices and support active participation, vocabulary development, and independent ownership of mathematics problem-solving activities.