Taking mathematics instruction to task: Applying second language acquisition approaches to analyze and amplify learning opportunities for English learners

Abstract

Drawing upon task-based learning designs from second language acquisition, we critique how mathematics education has primarily conceived of tasks as problems to be solved. We extend the notion of communicative gaps (e.g., opinion and information) into a framework that considers the flows of information that tasks structure and facilitate. We then employ the analytic framework to examine collaborative mathematics tasks from three popular middle school curricula. Such a framework offers educators tools for assessing the extent to which existing curricula provide English learners with challenging and well-supported opportunities to communicate about mathematics. Based upon this initial survey of the field, in terms of mathematical and language development opportunities we offer next steps and alternatives for curriculum designers and teachers to consider as they create mathematical tasks for English learners.