This qualitative study examines two multilingual, mainstream, secondary classrooms in the United States in which English learners consistently participated in classroom talk. Using an ecological perspective, this study unpacks these classroom environments and ways these teachers created and facilitated language use. Findings indicate that talk in these classrooms was grounded in classroom norms and structures that were established and then cultivated throughout the course. Highly-structured and familiar communication structures reduced many obstacles to EL participation and recognized all students, regardless of language proficiency, as knowledgeable members of the classroom community. These teachers accounted for language learning and language learners at the outset of the course in the overall structure, design, and delivery, not only within individual activities, lessons, or units. This suggests that teaching ELs in mainstream mathematics contexts can extend beyond EL-specific strategies and modifications to considerations for language learning that can be enacted on a classroom level.

这项定性研究调查了美国的两个多语言主流中学课堂，其中英语学习者始终参与课堂谈话。这项研究从生态角度出发，揭示了这些课堂环境以及这些教师创造和促进语言使用的方式。调查结果表明，这些课堂上的谈话是以在整个课程中建立和培养的课堂规范和结构为基础的。高度结构化和熟悉的沟通结构减少了参与 EL 的许多障碍，并承认所有学生，无论语言水平如何，都是课堂社区中知识渊博的成员。这些教师在课程开始时就在整体结构、设计和授课方面考虑了语言学习和语言学习者，不仅在个人活动、课程或单元中。这表明，在主流数学背景下教授 EL 可以超越 EL 特定的策略，并修改可以在课堂上实施的语言学习考虑因素。