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Math is often perceived to be a relatively easy subject for ELLs. However, the research indicates that the language requirements of math are in fact demanding. This study explores how math-themed children's literature facilitates students' use of language to talk about math and demonstrate knowledge of math concepts. The study was conducted in an ESL classroom with 10 second-grade students. Students read four pieces of children's literature that were used to practice the language associated with reading and interpreting graphs. Students took written and oral pre- and post-tests and also did various activities with each piece of literature, which were kept in a portfolio. The pre- and post-test results as well as the portfolios showed that students made improvements over the course of the study. The findings also suggested that students' errors were largely due to language comprehension problems and that the language required for subtraction was the most difficult.