ELL Corner: How to Modify Test Items for ELLs; What Research Says (Part 2 of 3)

This article is the second of a three-part series examining whether the language used in mathematics items on the National Assessment for Educational Progress (NAEP) impacts the results of English language learners (ELs), and if modifications can be made to ensure more equitable assessment experiences for ELs. This second issue summarizes the available research on the linguistic aspects of mathematics test items and identifies strategies for analyzing and modifying the language used in these test items in order to minimize linguistic barriers to ELs' demonstrating their mathematical knowledge and skills.