The author describes a language-rich classroom as a classroom in which uses English and mathematic vocabulary in a context-rich instruction. This means strengthening the connection between the actual word and its context, whether its in reading or math. The author explains the purpose of a “dot,” for example. At “dot,” at the end of a sentence is a period, whereas a “dot,” between two numbers is a decimal point. So when a student answers a math problem, “2 point 4,” or 2.4 as a decimal, its crucial to ask that student what it stands for. You may ask the student, “how else can you describe the answer?” They might reply as, “2 and four tenths,” or “2 and one fifths.” Either way, the student understand that decimals represent fractions, mixed
