Learning situations that concentrate on conceptual understanding are particularly challenging for learners with limited proficiency in the language of instruction. This article presents an intervention on fractions for Grade 7 in which linguistic challenges and conceptual mathematical challenges were treated in an integrated way. The quantitative evaluation in a pre-test post-test control-group design shows high effect sizes for the growth of conceptual understanding of fractions. The qualitative in-depth analysis of the initiated learning processes contributes to understanding the complex interplay between the construction of meaning and activating linguistic means in school and technical registers.
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