Keywords
mathematics competency
multilingual learners
gender
grade-level differences
interrelationships
quantitative
USA
How to Cite
Abstract
This study examined gender and grade-level differences in English literacy and mathematics competency among multilingual learners enrolled in the English Language Development (ELD) program across five schools in a suburban district in Maryland, USA. Additionally, it explored the relationship between English literacy and mathematics competency within this group of learners. Using a quantitative design with 176 learners, the study revealed that the multilingual learners in the suburban school district in Maryland, USA, are still in the process of developing foundational skills in reading, writing, speaking, and listening while also facing ongoing struggles in key areas of mathematics, such as functions, modeling, reasoning, and statistics. Gender differences in English proficiency were not significant across grade levels. Thus, both male and female learners exhibit similar language development. However, a gender gap in mathematics competency emerged in Grade 9, with male learners outperforming their female counterparts. This gap diminished by Grades 10 and 11, where no significant gender-based differences in math proficiency were found. Interestingly, proficiency in English plays a crucial role in enhancing multilingual learners' understanding of mathematical concepts, a relationship that is particularly evident in the 10th grade but not at the 9th or 11th-grade levels. All these findings underscore the evolving nature of language and math skills development in multilingual learners and suggest that gender and language proficiency may have varying impacts at different stages of academic growth.References
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