Using New Technologies to Engage and Support English Language Learners in Mathematics Classrooms

2019 ◽

pp. 549-563

Author(s):

Robert Pritchard ◽

Susan O'Hara ◽

Jeff Zwiers

Keyword(s):

English Language Learners ◽

Language Learners ◽

English Language ◽

New Technologies ◽

Academic Language ◽

Mathematical Practice ◽

Web Based ◽

Mathematics Classrooms ◽

Grade Levels ◽

Definition Of

An emerging body of research is demonstrating the potential of new technologies such as iPad and phone apps, wikis, blogs, podcasts and web-based editing tools for significantly improving the academic language development of English language learners. The authors of this chapter present an expanded definition of academic language, explain why these new technologies are important, and discuss how they can be used to provide effective and innovative mathematics instruction to English language learners. Three classroom vignettes demonstrate specific ways in which a variety of technologies can be implemented across grade levels to meet the Common Core State Standards for Mathematical Practice and Content.

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Preparing English Language Learners for the Mainstream: Academic Language and Literacy Practices in Two Junior High School ESL Classrooms

Reading & Writing Quarterly ◽

10.1080/10573569.2011.596105 ◽

2011 ◽

Vol 27 (4) ◽

pp. 324-362 ◽

Cited By ~ 9

Author(s):

Megan Madigan Peercy

Keyword(s):

High School ◽

English Language Learners ◽

Language Learners ◽

Junior High School ◽

English Language ◽

Literacy Practices ◽

Academic Language ◽

Junior High ◽

Language And Literacy

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Closing the academic language gap for English Language Learners transitioning from pre-kindergarten to kindergarten

PsycEXTRA Dataset ◽

10.1037/e584752012-037 ◽

2010 ◽

Author(s):

Yiching D. Huang ◽

Alison Bailey ◽

Margaret Heritage

Keyword(s):

English Language Learners ◽

Language Learners ◽

English Language ◽

Academic Language

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Consequences and Validity of Performance Assessment for English Language Learners: Conceptualizing & Developing Teachers' Expertise in Academic Language

PsycEXTRA Dataset ◽

10.1037/e644092011-001 ◽

2006 ◽

Cited By ~ 1

Author(s):

Zenaida Aguirre-Munoz ◽

Jae Eun Parks ◽

Aprile Benner ◽

Anastasia Amabisca ◽

Christy Kim Boscardin

Keyword(s):

English Language Learners ◽

Performance Assessment ◽

Language Learners ◽

English Language ◽

Academic Language

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Interactive Multimedia and Listening

Digital Multimedia ◽

10.4018/978-1-5225-3822-6.ch038 ◽

2018 ◽

pp. 752-773

Author(s):

Yen (Ingrid) Vo

Keyword(s):

English Language Learners ◽

Language Learners ◽

English Language ◽

Interactive Multimedia ◽

Active Listening ◽

Listening Skills ◽

Listening Environments ◽

The Difference ◽

Definition Of ◽

Listening Process

The topic of this chapter is concerned with the use of interactive multimedia in teaching listening skills to English language learners. The chapter starts with the difference between listening and hearing, the definition of interactive multimedia, and interactive multimedia listening environments. Explanation is then given to why listening is so important. The chapter also addresses main types of listening, active listening process, and obstacles to listening. This chapter additionally shows the benefits of and rationales for listening using interactive multimedia resources in comparison with audio-only listening materials regarding visual support, authentic content, comprehensible input, vocabulary acquisition, and student motivation. The chapter concludes by suggesting some Internet sources and materials for listening practice as a part of learning English as a foreign or second language.

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Interactive Multimedia and Listening

Advances in Educational Technologies and Instructional Design - Intelligent Design of Interactive Multimedia Listening Software ◽

10.4018/978-1-4666-8499-7.ch009 ◽

2015 ◽

pp. 225-244

Author(s):

Yen (Ingrid) Vo

Keyword(s):

English Language Learners ◽

Language Learners ◽

English Language ◽

Interactive Multimedia ◽

Active Listening ◽

Listening Skills ◽

Listening Environments ◽

The Difference ◽

Definition Of ◽

Listening Process

The topic of this chapter is concerned with the use of interactive multimedia in teaching listening skills to English language learners. The chapter starts with the difference between listening and hearing, the definition of interactive multimedia, and interactive multimedia listening environments. Explanation is then given to why listening is so important. The chapter also addresses main types of listening, active listening process, and obstacles to listening. This chapter additionally shows the benefits of and rationales for listening using interactive multimedia resources in comparison with audio-only listening materials regarding visual support, authentic content, comprehensible input, vocabulary acquisition, and student motivation. The chapter concludes by suggesting some Internet sources and materials for listening practice as a part of learning English as a foreign or second language.

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Problem-Solving Support for English Language Learners

Teaching Children Mathematics ◽

10.5951/tcm.14.8.0479 ◽

2008 ◽

Vol 14 (8) ◽

pp. 479-484

Author(s):

Lynda R. Wiest

Keyword(s):

English Language Learners ◽

Language Learners ◽

Limited English Proficiency ◽

English Language ◽

Language Instruction ◽

National Council ◽

English Language Acquisition ◽

Mathematics Classrooms ◽

Native Speakers Of English ◽

K 12

According to the National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs, the growing number of students with limited English proficiency includes slightly more than 10 percent of K–12 students in today's U.S. classrooms (NCELA 2006). English language learners (ELLs) may need special support to meet the educational standards we set for students. In its Equity Principle, the National Council of Teachers of Mathematics states, “Some students may need further assistance to meet high mathematics expectations. Students who are not native speakers of English, for instance, may need special attention to allow them to participate fully in classroom discussions” (NCTM 2000, p. 12). This need has become particularly important because mathematics tasks are increasingly contextualized and thus verbal in nature, in addition to the fact that greater emphasis has been placed on communication in mathematics classrooms.

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