Empirical evidence exists that enhancing students’ language can promote the mathematics learning of multilingual students at risk, whereas other target groups (e.g., monolingual students, successful students, both with diverse academic language proficiency) have hardly been considered. This cluster-randomized controlled trial (N = 589) investigates differential effects for these extended target groups, comparing two language-responsive interventions (with or without vocabulary work) and a control group. The regression analysis reveals that all students significantly deepened their conceptual understanding in both interventions. Unlike what was anticipated, multilingual students’ growth of conceptual understanding had no significant additional benefit from integrated vocabulary work. These findings call for promoting language-responsive mathematics instruction for all students and for using a discursive rather than a vocabulary focus.
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