Considering the rising proportion of English learners (ELs) in general education, little is known about how this change in classroom composition relates to the frequency of instructional activities and skills. This study uses a multimodal perspective on learning mathematics in a multilingual context, which recognizes the diverse modes of communication that students draw on in mathematics classrooms. We examined national data using quantitative analyses and investigated the mathematics practices that were more likely to occur in kindergarten classrooms that did and did not have ELs. We found teachers reported greater frequency of manipulatives and count/calendar activities in mathematics instruction when there were EL students in the classroom. Teachers in classrooms with ELs also reported a greater frequency of mathematics content that involved teaching shapes and practical skills. The findings indicate that teachers tended towards a supportive multimodal approach to instruction when ELs were present.

考虑到普通教育中英语学习者（EL）比例的上升，人们对此课堂组成的变化与教学活动和技能的频率之间的关系知之甚少。这项研究使用了一种多模式的视角来在多语言环境中学习数学，这种模式认识到了学生在数学课堂中所采用的多种交流方式。我们使用定量分析检查了国家数据，并调查了有无EL的幼儿园教室中更可能发生的数学实践。我们发现，当课堂上有EL学生时，教师在数学教学中报告了更高的操作频率和计数/日历活动。带有EL的教室中的教师还报告说，数学内容的出现频率更高，其中涉及教学形状和实践技能。研究结果表明，当存在EL时，教师倾向于采用支持性的多模式教学方法。