This text investigates the pedagogical strategies required to effectively teach mathematics to students who are English language learners. The authors, Gladis Kersaint, Mariana Petkova, and Denisse R. Thompson, leverage their expertise in mathematics education to provide a framework that bridges the gap between linguistic acquisition and mathematical proficiency. They argue that teachers must integrate language-supportive techniques directly into mathematics instruction to ensure equitable access to complex concepts for all students.

Educators and researchers frequently cite this work as a foundational resource for understanding the specific challenges of teaching mathematics in multilingual classrooms. The text is noted for its balance of theoretical grounding and actionable classroom applications.