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By using deliberate strategies to adjust the phrasing of word problems, teachers can provide a richer mathematics experience for ELLs.

English language learners (ELLs) at the preproduction phase, or initial phase, of language proficiency have limited oral English language skills; however, they do not lack cognitive abilities (de Jong and Harper 2005). On the contrary, most ELLs possess previous language and academic experiences. They can understand and articulate through nonverbal means (such as by drawing pictures) much more than they can demonstrate through speaking. Because many teachers may not fully understand the relationship between cognitive ability and language proficiency, they fail to challenge ELLs with higher-level activities (de Jong and Derrick-Mescua 2003).

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In this article, the authors present a framework for guiding elementary preservice teachers in adapting mathematics word problems to better meet English language learners' (ELLs) needs. They analyze preservice teachers' ELL adaptations implemented in a one-on-one setting. Through qualitative methods, four themes regarding implemented adaptations are identified: language adaptations, mathematical adaptations, tool/visual adaptations, and structural adaptations. The authors conclude that the framework was successful in helping preservice teachers learn about adapting curriculum by interacting with ELLs. Implications for teacher education are discussed.