‘ELLevating’ the Success of High School Emergent Bilinguals in Math:

Appropriate Accommodations and Strategies for Building Confident Learners


  • Robin Hay Ho
  • Holly Hansen-Thomas Texas Woman's University
  • Carron Collier
  • Katherine Burke


Mathematics, Emergent bilinguals, translanguaging


This project describes how mathematics teachers at a high school in the U.S. with 9.5% (English learning) Emergent Bilinguals (EBs), increased their EBs’ passing rate on high stakes End of Course (EOC) tests in mathematics, specifically the Algebra 1 exam. Using a number of supports, including research-based strategies such as translanguaging, anchor charts, word walls, writing in math, as well as after school tutoring, the math department worked to improve the EBs’ scores by 11%, with newcomer EBs’ scores increasing 26%, when compared to the scores of the year prior.

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How to Cite

R. Hay Ho, H. Hansen-Thomas, C. Collier, and K. Burke, “‘ELLevating’ the Success of High School Emergent Bilinguals in Math:: Appropriate Accommodations and Strategies for Building Confident Learners”, JELPEDLIC, vol. 6, no. 1, Dec. 2020.