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Abstract
Building on a longstanding partnership, the Center for Equity for English Learners (CEEL) at Loyola Marymount University and Montebello Unified School District (MUSD) expanded their Research, Practice, Policy Partnership (RPPP) to examine Spanish academic oral language development among TK–5 Dual Language Immersion students engaged in Cognitively Guided Instruction (CGI) in mathematics. Teacher-researchers analyzed video samples of students explaining their mathematical reasoning using a rubric aligned with the California Spanish Language Development Standards.
Findings demonstrate meaningful growth in students’ Spanish academic oral language across the school year, particularly in their ability to support opinions and select language resources to communicate mathematical thinking across grade levels. These brief insights illustrate how sustained RPPP collaboration can generate locally grounded evidence to inform instruction and professional learning while strengthening the integration of Spanish academic oral language development and mathematics. It also identifies priorities for continued research on benchmarks and instructional practices that support Spanish oral language growth in content areas.
Publication Date
8-2026
Disciplines
Bilingual, Multilingual, and Multicultural Education | Educational Leadership | Teacher Education and Professional Development
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Leadership Commons, Teacher Education and Professional Development Commons
Recommended Citation for Full Report
Armas, E. G., Lavadenz, M., Yuen, K.,Valencia, M., and Collaborators (2026). Brief insights: Learning, leading, and growing together: 2026 Highlights from a multilingual learner and mathematics focused research, practice, policy partnership. Center for Equity for English Learners, Loyola Marymount University. Education and Policy Briefs. 10.64650/ceel.policy.20