Abstract: This paper explores the intersection of language and mathematics, emphasizing the need for linguistically centered mathematics instruction to support multilingual learners (MLLs). It highlights how early number sense, a natural ability in all children, can be leveraged to deepen mathematical understanding, particularly through linguistically responsive teaching strategies. The linguistic demands of mathematics are discussed as significant challenges for MLLs. Research-based strategies such as the intentional use of sentence stems and frames are presented as effective tools for supporting both language and mathematical development. In alignment with the evidence base, the importance of fostering an interconnected approach to content and language development is emphasized, advocating for linguistically sustaining practices that recognize home languages as assets. This approach is further supported by educational policies, as it aligns with the California (CA) Mathematics Framework and the California (CA) ELA/ELD Framework—specifically the ELD Standards, which stress the importance of linguistically responsive instruction to ensure all students can access and engage with mathematical content equitably.
Bridging Language and Mathematics: Best Practices for Multilingual Learners
