Texas Comprehensive Center

Previous Work
October 2005 through September 2012

These resources were published under a previous TXCC funding; therefore, information contained therein may have changed and is not updated.

English Language Learners Materials

What Can a Mathematics Teacher Do for the English Language Learner?

This interactive document was developed during a professional development session, led by the Texas Comprehensive Center, for mathematics and ESL specialists from the Education Service Centers in Texas.

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Levels of Student Language Proficiency

The first four links at the side of this page relate to ELLs’ proficiency with the English language. The Student Language Proficiency levels, developed by the Texas Education Agency, proceed from Beginner through Intermediate and Advanced and culminate with Advanced High. The associated pages show typical characteristics for students at each level, as well as suggested strategies for teachers working with students at the different levels. The strategies were created by participants at the professional development session, based upon what they learned during the session and from their own experience.

Key Components of Successful Strategies for ELLs in Secondary Math

The second four links provide descriptions and examples of some key components to include when designing lessons that will be comprehensible for ELLs. They will help the students master the math content and, additionally, will help them to progress in their English language acquisition.


The references were recommended by the ESL and mathematics specialists at the ESCs in Texas as being highly relevant to the topic of mathematics strategies for ELLs.

All strategies and examples were developed by TXCC staff and participants from Regional Education Service Centers attending the TXCC session, Strategies for English Language Learners in Secondary Mathematics, September 28–29, 2006.



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The contents of this site were developed under grant number S283B050020 from the U.S. Department of Education. However, the contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the federal government.