Aguirre, J.M. & Bunch, G. C. (2012). What’s language got to do with it?: Identifying language demands in mathematics instruction for English Language Learners. In S. Celedón-Pattichis & N. Ramirez (Eds.), Beyond good teaching: Advancing mathematics education for ELLs. (pp. 183-194). Reston, VA: National Council of Teachers of Mathematics.
Chapin, S., O’Connor, C., & Anderson, N. (2009). Classroom Discussions: Using Math Talk to Help Students Learn, Grades K-6 (second edition). Sausalito, CA: Math Solutions Publications.
Gibbons, P. (2002). Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom. Portsmouth, NH: Heinemann.
Kelemanik, G, Lucenta, A & Creighton, S.J. (2016). Routines for reasoning: Fostering the mathematical practices in all students. Portsmouth, NH: Heinemann.
Zwiers, J. (2011). Academic Conversations: Classroom Talk that Fosters Critical Thinking and Content Understandings. Portland, ME: Stenhouse
Zwiers, J. (2014). Building academic language: Meeting Common Core Standards across disciplines, grades 5–12 (2nd ed.). San Francisco, CA: Jossey-Bass.
Zwiers, J., Dieckmann, J., Rutherford-Quach, S., Daro, V., Skarin, R., Weiss, S., & Malamut, J. (2017). Principles for the Design of Mathematics Curricula: Promoting Language and Content Development. Retrieved from Stanford University, UL/SCALE website: http://ell.stanford.edu/content/mathematics-resources-additional-resources

How the curriculum supports English Language Learners