Toward a Framework of Principles for Ensuring Effective Mathematics Instruction for Bilingual Learners Through Curricula

Abstract

In the United States and in many other countries, there is increased concern over the poor mathematics performance of nondominant learners who are less proficient or not proficient at all in the official language of schools (i.e., bilingual learners). At the same time, these same countries have increased concern about the quality of mathematics instruction overall. This chapter proposes that it is possible to meet objectives of equity and quality mathematics simultaneously by describing a curriculum that does just that. We discuss the key characteristics of this curriculum as a means of providing a framework that can be used to guide adaptations of other curricula or the generation of improved mathematics instruction for bilingual learners. © Springer Science+Business Media B.V. 2011.