Academic literacy in mathematics for English Learners

• The proposed definition of academic literacy in mathematics integrates three components: mathematical proficiency, mathematical practices, and mathematical discourse.
• Analysis of a classroom discussion illustrates how the three integrated components cannot be separated.
• Instruction intended to support academic literacy in mathematics for English Learners needs to integrate mathematical proficiency, practices, and discourse.
• Instruction should implement a complex view of mathematical discourse that goes beyond competence with words.

This paper uses a sociocultural conceptual framework to provide an integrated view of academic literacy in mathematics for English Learners. The proposed definition of academic literacy in mathematics includes three integrated components: mathematical proficiency, mathematical practices, and mathematical discourse. The paper uses an analysis of a classroom discussion to illustrate how the three components of academic literacy in mathematics are intertwined, how academic literacy in mathematics is situated, and how participants engaged in academic literacy in mathematics use hybrid resources. The paper closes by describing the implications of this integrated view of academic literacy in mathematics for mathematics instruction for English Learners, arguing that it is important that the three components not be separated when designing instruction in general, and it is essential that mathematics instruction for English Learners address these three components simultaneously.