When Language Supports Aren’t Enough for Struggling ELL Students in Math

This year, I have been faced with a group of struggling ELL students in math whose needs go beyond academic language. Many of these students lack foundational math skills, not just English proficiency.

Initially, students and families shared that they had attended school before coming to the United States. However, through conversations and classroom experiences, we discovered that many had not been in a formal school setting for several years. With limited communication about their educational backgrounds, it was difficult to identify the root cause of their struggles.

I tried many of the scaffolds that typically support English learners, including:

• Encouraging the use of bilingual dictionaries

• Translating math vocabulary and definitions

• Simplifying question wording

• Providing additional language supports

While these strategies are effective for many ELLs, they were not enough for this group of students.

Identifying Foundational Math Gaps in SLIFE Students

I co-teach this class with an ESL teacher, and we work closely to support our students. Once we identified that many students had gaps in prerequisite math knowledge—often several grade levels below—we realized that language was not the only barrier.

Even with access to intervention programs and digital tools, I felt dissatisfied with the level of support we were offering. Relying solely on independent remediation was not meeting students’ needs.

I knew I needed to improve how I supported ELLs and SLIFE students within my classroom, not just through outside programs.

What Are SLIFE Students and Why Math Is Especially Challenging

A SLIFE student is a student with limited or interrupted formal education. These students have often missed years of schooling for reasons beyond their control.

In math, this creates unique challenges because:

• Math concepts build heavily on prior knowledge

• Missing foundational skills create barriers to grade-level content

• Language demands compound academic gaps

One aspect of Boosting Achievement: Reaching Students with Interrupted or Minimal Education that stood out to me was its acknowledgment that some SLIFE students may need to delay or repeat math courses to fully access the curriculum.

The key message:➡️ Adjust the language, not the rigor of the content.

Recognizing the Strengths SLIFE Students Bring to the Math Classroom

One powerful idea from the book is that SLIFE students already have grit. These students:

• Have overcome significant life challenges

• Navigate new obstacles daily

• Bring strong real-world problem-solving skills

Math requires students to take risks, make mistakes, and engage in reasoning. SLIFE students already possess these skills through lived experiences.

It is also important to recognize that:

• Students may use alternative math strategies from their home countries

• Mental math may be more heavily emphasized in other education systems

• There is more than one valid way to reason mathematically

Recognizing and valuing these approaches helps students feel seen and capable.

Language Development and the Affective Filter in Math Class

The book also emphasizes comprehensible input and a student’s affective filter—both critical for supporting ELLs in math.

While I regularly support comprehension by:

• Using visuals and diagrams

• Providing context for math vocabulary

• Incorporating gestures and modeling

I realized I often overlook the impact of anxiety and overwhelm, especially during assessments.

Many of my struggling ELL students:

• Perform well during instruction

• Shut down during tests

• Struggle to answer even basic questions

Creating a classroom environment where students feel safe taking risks is essential for meaningful math learning.

Supporting ELLs and SLIFE Students in Math Discussions

Speaking and discussion require intentional scaffolds. ELLs—and especially SLIFE students—need time to process both the math and the language.

Effective discussion supports include:

• Extended wait time

• Sentence stems

• Partner talk before whole-class discussion

• Multiple ways to respond (oral, written, visual)

Students should never be forced to speak before they are ready. Confidence grows when students feel prepared and supported.

Using the QSSSA Strategy to Support SLIFE Students in Math

The book introduces a discussion strategy designed specifically for SLIFE students: QSSSA.

QSSSA: Question, Signal, Stem, Share, Assess

The process works like this:

1. Question – Ask a math question

2. Signal – Students signal when they are ready to respond

3. Stem – Provide a sentence stem

4. Share – Students discuss with a partner

5. Assess – Engage in whole-class discussion

For newcomer students, completed sentence stems can be provided so they can still participate and build confidence.

Adapting Grade-Level Math Tasks Without Lowering Rigor

I plan to use QSSSA in our upcoming unit on quadrilaterals, where students are expected to write coordinate proofs.

To support my SLIFE students, I will:

• Pre-fill calculations such as slope or distance

• Provide flow charts to determine the quadrilateral

• Use sentence stems to support explanation

This approach allows students to:

• Engage in grade-level analysis

• Participate in classroom discussion

• Build confidence and mathematical identity

I am not lowering expectations; I am removing unnecessary barriers.

Want to try this with coordinate proofs? 👉 Click HERE!

Book Recommendation: Supporting SLIFE and Struggling ELL Students in Math

I highly recommend Boosting Achievement for teachers looking to better support

struggling ELL students in math, especially those working with SLIFE populations.

The book:

• Offers practical, classroom-ready strategies

• Recognizes student strengths while addressing gaps

• Acknowledges that some gaps cannot be closed in one course

It also frequently references 7 Steps to a Language-Rich, Interactive Classroom by John Seidlitz and Bill Perryman, which I recently ordered and hope to read soon.

Moving Forward: Supporting SLIFE Students With Intention

I look forward to continuing to support my SLIFE students and implementing strategies like QSSSA in my instruction. I have already begun incorporating this approach into my lessons on coordinate proofs and plan to expand its use throughout the year.

Supporting SLIFE students in math is complex, but with intentional scaffolds, respect for student strengths, and a commitment to maintaining rigor, we can help all students access meaningful mathematics.