This brief examines how current mathematics instruction often fails to meet the needs of multilingual students, particularly English Learners. With over 2.2 million English Learners in grades 6–12 and persistent achievement gaps in mathematics, this brief calls for a shift: treating language development not as a prerequisite for learning math, but as a natural outcome of meaningful, conceptually rich engagement.

Grounded in language acquisition and systemic functional linguistics, authors Haiwen Chu and Monique Evans present three research-based, classroom-ready strategies for secondary educators. These practical approaches challenge outdated assumptions and empower teachers to better support students’ mathematical and linguistic development in tandem.