Successful teaching practices for english language learners in multilingual mathematics classrooms: a meta-analysis

Abstract

Due to rapid immigration, many children worldwide are learning mathematics in a second or additional language. This language diversity can be challenging for both teachers and students and carries profound implications for mathematics educators. Research shows that teachers use various ways to support English Language Learners. Research on multilingualism in mathematics classrooms has often focused on qualitative research. This meta-analysis aims to explore the statistically effective successful teaching practices from the studies using quantitative or mixed-method research approaches and aims to inform the research field in a cumulative manner. The specific research question that guided this meta-analysis is: What is the evidence regarding successful teaching of mathematics for Year 1–10 English Language Learners from 2009–2019 in countries where curricula are delivered predominantly in English? Four successful intervention categories were identified: Dual Language Programmes, Curriculum integration, Teacher Professional Development, and Cognitively Focused Interventions. The paper concludes with recommendations for practice and further research in this area.