Becoming Math-Lingual: An Exploration of the MATLITLA Model for Improving Mathematics Vocabulary

This exploratory action research study examined the efficacy of MALITLA (acronym for mathematics, literacy and language), a language-based intervention model for improving second-grade multilingual learners' mathematics vocabulary word knowledge.The MALITLA model contained a variety of language and literacy-based scaffolds.Data sources were collected by the classroom teacher and co-author who was experienced in conducting action research.The data sources included children's work samples, teacher observational fieldnotes, pre-and post-vocabulary assessment results, an online quiz, and a student survey.After MALITLA instruction, a comparison of the children's pre-and post-vocabulary assessment results indicated improvement in mathematics vocabulary word knowledge, and particularly for the English learners.Qualitative data also provided contextual details for supporting the assessment results.This study contributes to the literature on the importance of literacy and language scaffolds for addressing multilingual learners' academic and linguistic needs to improve their mathematical vocabulary knowledge.