This qualitative case study explored the opportunities provided to long-term English learners (LTELs) to engage in mathematical discourse in Algebra I classrooms. LTELs face persistent academic barriers, particularly in mathematics, where they demonstrate lower mathematic achievement, higher course repetition, and limited access to college-preparatory courses. This study addressed these equity concerns by examining how discourse practices in Algebra I can support both mathematical understanding and academic language development for LTELs. Guided by Vygotsky’s (1978) sociocultural theory and Moschkovich’s (2015) framework of academic literacy in mathematics, the study focused on discourse as a mediational tool for conceptual understanding and language acquisition. Data were collected from two high school Algebra I classrooms in an urban California district through classroom observations using a modified Mathematics Classroom Observation Protocol for Practices (MCOP2), student and teacher interviews, and student focus groups. Findings indicate that while teachers intended to promote discourse, opportunities were often limited by instructional pacing and uneven student engagement. LTELs were more likely to participate in low-stakes interactions or one-on-one teacher support but were hesitant to share publicly due to anxiety, language barriers, and peer dynamics. This study suggests that LTELs may benefit from structured, supportive opportunities to engage in mathematical discourse, which can promote both academic achievement and language proficiency. Recommendations include professional learning for teachers on discourse-rich practices and policy shifts to address LTEL needs in secondary mathematics.
","abstract_html":"<p>This qualitative case study explored the opportunities provided to long-term English learners (LTELs) to engage in mathematical discourse in Algebra I classrooms. LTELs face persistent academic barriers, particularly in mathematics, where they demonstrate lower mathematic achievement, higher course repetition, and limited access to college-preparatory courses. This study addressed these equity concerns by examining how discourse practices in Algebra I can support both mathematical understanding and academic language development for LTELs. Guided by Vygotsky’s (1978) sociocultural theory and Moschkovich’s (2015) framework of academic literacy in mathematics, the study focused on discourse as a mediational tool for conceptual understanding and language acquisition. Data were collected from two high school Algebra I classrooms in an urban California district through classroom observations using a modified Mathematics Classroom Observation Protocol for Practices (MCOP2), student and teacher interviews, and student focus groups. Findings indicate that while teachers intended to promote discourse, opportunities were often limited by instructional pacing and uneven student engagement. LTELs were more likely to participate in low-stakes interactions or one-on-one teacher support but were hesitant to share publicly due to anxiety, language barriers, and peer dynamics. This study suggests that LTELs may benefit from structured, supportive opportunities to engage in mathematical discourse, which can promote both academic achievement and language proficiency. Recommendations include professional learning for teachers on discourse-rich practices and policy shifts to address LTEL needs in secondary mathematics.</p>","abstract_has_math":false,"creators":["Granados, Maria Teresa"],"institution":null,"degree_name":"Education, PhD","degree_level":"Open Access Dissertation","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":["Frances Gipson","David Drew"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-01-01T08:00:00Z","date_published":"2025-01-01T08:00:00Z","updated_at":"2026-07-24T01:41:09Z","subjects":["Algebra I","long-term English learners","mathematical discourse","student engagement"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/997","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Frances Gipson","David Drew"]},{"key":"dc:creator","label":"Author","values":["Granados, Maria Teresa"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-09-04T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Education, PhD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Algebra I","long-term English learners","mathematical discourse","student engagement"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/997"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This qualitative case study explored the opportunities provided to long-term English learners (LTELs) to engage in mathematical discourse in Algebra I classrooms. LTELs face persistent academic barriers, particularly in mathematics, where they demonstrate lower mathematic achievement, higher course repetition, and limited access to college-preparatory courses. This study addressed these equity concerns by examining how discourse practices in Algebra I can support both mathematical understanding and academic language development for LTELs. Guided by Vygotsky’s (1978) sociocultural theory and Moschkovich’s (2015) framework of academic literacy in mathematics, the study focused on discourse as a mediational tool for conceptual understanding and language acquisition. Data were collected from two high school Algebra I classrooms in an urban California district through classroom observations using a modified Mathematics Classroom Observation Protocol for Practices (MCOP2), student and teacher interviews, and student focus groups. Findings indicate that while teachers intended to promote discourse, opportunities were often limited by instructional pacing and uneven student engagement. LTELs were more likely to participate in low-stakes interactions or one-on-one teacher support but were hesitant to share publicly due to anxiety, language barriers, and peer dynamics. This study suggests that LTELs may benefit from structured, supportive opportunities to engage in mathematical discourse, which can promote both academic achievement and language proficiency. Recommendations include professional learning for teachers on discourse-rich practices and policy shifts to address LTEL needs in secondary mathematics.
"]},{"key":"dc:title","label":"Title","values":["Equity for Multilingual Learners: An Analysis of Long-Term English Learners’ Opportunities to Engage in Mathematical Discourse"]}]}],"canonical_facts":{"dc:contributor":["Frances Gipson","David Drew"],"dc:creator":["Granados, Maria Teresa"],"dc:date.available":["2025-09-04T07:00:00Z"],"dc:description.abstract":["This qualitative case study explored the opportunities provided to long-term English learners (LTELs) to engage in mathematical discourse in Algebra I classrooms. LTELs face persistent academic barriers, particularly in mathematics, where they demonstrate lower mathematic achievement, higher course repetition, and limited access to college-preparatory courses. This study addressed these equity concerns by examining how discourse practices in Algebra I can support both mathematical understanding and academic language development for LTELs. Guided by Vygotsky’s (1978) sociocultural theory and Moschkovich’s (2015) framework of academic literacy in mathematics, the study focused on discourse as a mediational tool for conceptual understanding and language acquisition. Data were collected from two high school Algebra I classrooms in an urban California district through classroom observations using a modified Mathematics Classroom Observation Protocol for Practices (MCOP2), student and teacher interviews, and student focus groups. Findings indicate that while teachers intended to promote discourse, opportunities were often limited by instructional pacing and uneven student engagement. LTELs were more likely to participate in low-stakes interactions or one-on-one teacher support but were hesitant to share publicly due to anxiety, language barriers, and peer dynamics. This study suggests that LTELs may benefit from structured, supportive opportunities to engage in mathematical discourse, which can promote both academic achievement and language proficiency. Recommendations include professional learning for teachers on discourse-rich practices and policy shifts to address LTEL needs in secondary mathematics.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/997"],"dc:subject":["Algebra I","long-term English learners","mathematical discourse","student engagement"],"dc:title":["Equity for Multilingual Learners: An Analysis of Long-Term English Learners’ Opportunities to Engage in Mathematical Discourse"],"thesis:degree_discipline":["School of Educational Studies"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Education, PhD"]},"updated_at":"2026-07-24T01:41:09Z"}