How to support mathematical literacy, including reading and writing

Kersaint et al (2013) suggests 5 principles:

Give many opportunities to read, write, listen, discuss mathematics in a variety of ways
Draw attention to patterns of English and mathematics language structure
Give plenty of time to use and develop the language
Give learners opportunities to notice their errors and to correct their English (eg through revoicing, requesting clarification, elicitation by pausing, repetition of what learner says by teacher (p10))
Construct activities that maximize learners to interact with others

Kersaint et al (2013) also make some suggestions for orchestrating classroom discourse to help with the development of mathematical literacy:

Speak clearly, enunciate clearly, give visual representation of words by writing them down
Express information in multiple ways
Use controlled vocabulary (Murray (2004) states one needs to use a word at least 30 times in order to own it!) - so maximize opportunities to practice vocabulary
Pause frequently and increase wait time
Use drawings and illustrations to support communication
Use dramatic gestures, actions, and verbal intonations
Engage learners in speaking and listening

Some Reading strategies (Kersaint et al, 2013):

Teacher read aloud.
Teacher models engagement with text.
Say something: students read small portion of text and tell one thing about what they read to partner

Some writing strategies:

Support ideas for professional development:

Interesting examples of use of language, reading and writing mathematics can often be seen in videos of classroom practice. A good example is this youtube video from the NCETM

References

Kersaint, G., Thompson, D. R., & Petkova, M. (2013). Teaching mathematics to English language learners (2nd Edition). New York: Routledge.