As students enter the upper elementary grades, word problems become a main component of mathematics instruction, increasing in complexity as students advance through the curriculum. For students identified as emergent bilinguals with mathematics difficulty (MD), the linguistic complexity inherent in word problems may serve as a barrier to word-problem proficiency. The current study investigated the potential relation between academic English proficiency and word-problem outcomes for emergent bilinguals with MD. After analyzing data from 241 third-grade students, results indicated students who participated in an evidence-based word-problem intervention outperformed students who did not receive the intervention. Moreover, students’ academic English-language proficiency scores in the domains of reading and writing positively correlated with higher scores on a measure of word-problem solving.

中文翻译：

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有数学困难的双语新生的语言能力及其与应用题表现的关系

当学生进入小学高年级时，文字问题成为数学教学的主要组成部分，并且随着学生在课程中的进步而变得越来越复杂。对于被认定为具有数学困难（MD）的新兴双语学生来说，应用题中固有的语言复杂性可能会成为应用题熟练程度的障碍。目前的研究调查了医学博士的新兴双语者的学术英语水平与单词问题结果之间的潜在关系。对 241 名三年级学生的数据进行分析后，结果表明，参与基于证据的单词问题干预的学生表现优于未接受干预的学生。此外，学生在阅读和写作领域的学术英语水平得分与解决单词问题的得分呈正相关。