Cindy Smith, Mathematics Coach GSSD References: Teachers guide created by the SHSU MELL Group, November 2005, in collaboration with the Texas State University System and the Texas Education Agency. Suggested supports and Accommodations for EAL students in Middle Years and Secondary Classrooms, Carol McCullough, CALP LANGUAGE IN MATHEMATICS EDUCATION: A DOUBLE JEOPARDY FOR SECOND LANGUAGE LEARNERS Kgomotso Gertrude Garegae University of Botswana [email protected]What Works? ESL in the Mathematics Classroom. Research into practice. Ontario Education, July 2008, TEACHING MATH TO ENGLISH LANGUAGE LEARNERS
1. TEACHING MATH TOENGLISH LANGUAGELEARNERSCindy Smith,
Mathematics CoachGSSDReferences: Teachers guide created by the SHSU
MELLGroup, November 2005, in collaboration with the TexasState
University System and the Texas Education Agency.Suggested supports
and Accommodations for EALstudents in Middle Years and Secondary
Classrooms, CarolMcCullough, CALPLANGUAGE IN MATHEMATICS EDUCATION:
A D OUBLEJEOPARDY FOR SECOND LANGUAGE LEARNERSKgomotso Gertrude
Garegae University of [email protected] Works? ESL
in the Mathematics Classroom.Research into practice. Ontario
Education, July 2008,
2. Solve the following Problem
3. Mathematics is a language Math is a new language for all
learners. There are many words that we use that have similar
meanings in conversational English, like reduce or similar Some
words have completely different meanings than they do in
conversational English, like product, or function Some words are
specific to mathematics: Numerator or exponent It usually takes an
EAL learner more than one year to develop conversational language
and five to seven years to develop sufficient academic language to
learn in English Canadian students already struggle with the symbol
rich language of mathematics, but have been exposed to some of the
language; EAL learners are learning the language of instruction and
the content simultaneously
4. Variation in instructional strategies and topics Mathematics
curriculum in other countries is sequenced in a different manner
Calculation may be emphasized more than concept understanding, so
they may be reluctant to show work Mathematics curriculum is not
spiral in many countries, andstudents may understand number
operations, but geometryconcepts may be new ideas to some students
. Many EALLs have not seen or worked with manipulatives, and
theymay not take the lesson seriously Estimating skills may not
have been previously emphasized.
5. Symbolism may be different Division can be a colon, they may
use commas for decimals, etc.
http://www.enchantedlearning.com/math/symbols/
6. Vocabulary Biggest barrier for EAL students Need lots of
opportunities to dialogue Use of visual accessible words in the
classroom, such as a word wall Study of words; Frayer model, Venn
diagrams Categorizing of words, concept attainment
http://oame.on.ca/main/files/thinklit/FrayerModel.pdf
7. Pre-teach and Reinforce Vocabulary
8. Why do we stop word walls at Gr 8?
9. Teach Vocabulary and concepts explicitly Concept Attainment
Activities
10. Concept Maps
11. Classroom Support A classroom where students are free to
discuss, debate, and collaborate supports English Language Learners
Encourage students to relate word problems to their own experiences
Use a buddy system, enlist the help of students
12. Classroom Strategies Establish an emotionally safe where
students feel comfortable taking risks Help students set realistic
goals Involve students in decisions Make consistent classroom
routines Focus on communication, not errors. Dont allow other
students to correct errors Use clusters of desks, not rows, if
possible Involve family in school experiences/learning Add colour
coded learning supports Use models, gallery walks, concept maps
Display student work
13. Speak slowly and clearly, try to face students (some EALLs
lip read) Model correct language, avoid slang Check for
comprehension, restate when necessary Provide longer wait time when
questioning Be encouraging Provide resources: texts, technology,
manipulatives Highlight essential information Focus on pictures in
textbook before text, allow students a partner to discuss text
with, point to key phrases and read captions out loud. Help make
connections between what they are learning and their own
experiences Print rather than write, highlight key words
14. Online interactive Maths Dictionary
15. Adaptations for Assessment More Time Allow an EA to help
interpret questions on assignments and exams Allow use of
dictionary , Translating software