Bridging the Language Barrier in Mathematics

2007 ◽  
Vol 101 (5) ◽  
pp. 372-378 ◽  
Author(s):  
Matthew S. Winsor
Keyword(s):  
High School ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Spanish Speakers ◽  
Department Of Education ◽  
Teaching Mathematics ◽  
Ell Students ◽  
Daunting Task ◽  
K 12

Teaching mathematics to English Language Learners (ELL students) has become a challenge faced by an increasing number of U.S. teachers. Between 1979 and 2004, the number of K–12 students who spoke a language other than English at home increased from 3.8 million to 9.9 million. During that same time, the number of K–12 students who had difficulty speaking English increased from 1.3 million to 2.8 million (U.S. Department of Education 2006). Even teachers who may speak a second language still face the daunting task of teaching mathematics effectively to ELL students. I was one of those teachers. From 1995 to 1999, I taught at a high school in Southern California where the student population was 56 percent Hispanic. I spoke Spanish and was hired in part to teach mathematics to ELL students. I taught my classes in English. My school had no materials for use in an ELL class with Spanish speakers, and I could not find a textbook company that offered such materials. I was also not eager to spend enormous amounts of time trying to translate mathematics texts.

English Language Learners

2019 ◽  
pp. 557-574
Author(s):  
John Eros ◽  
Rebecca Eros
Keyword(s):  
English Language Learners ◽  
Music Education ◽  
Language Learners ◽  
Foreign Students ◽  
English Language ◽  
Teacher Educators ◽  
Music Teacher ◽  
Teacher Education Programs ◽  
Ell Students ◽  
K 12

This chapter addresses topics related to English language learners (ELLs) in both K–12 music settings and music teacher education programs. Drawing on an overview of the foundational principles of English language development and acquisition, it discusses (a) practices for working with ELL students in K–12 music, (b) the needs and experiences of ELL preservice music teachers, and (c) curricular modifications that music teacher educators might make when working with ELL students. In the course of the discussion, it outlines specific ways in which music teacher educators might adapt content in such settings as conducting, methods, and introductory music education courses. Finally, the chapter addresses specific differences that might be addressed when working with international students (i.e., foreign students who are pursuing music education studies at American universities).

scholarly journals The investigation of the self-efficacy of special education teachers who teach mathematics to English language learners with disabilities

2020 ◽  
Author(s):  
◽  
Jessica Collins Kamuru
Keyword(s):  
Special Education ◽  
English Language Learners ◽  
Language Learners ◽  
Special Education Teachers ◽  
Self Efficacy ◽  
English Language ◽  
The Self ◽  
Teaching Mathematics ◽  
Teacher Disposition ◽  
K 12

Of the English Language Learners (ELLs) in USA K-12 schools, 665,000 are identified as having a disability. In mathematics, ELLs with disabilities have significantly lower outcomes than English dominant, and non-disabled peers. Numerous studies over four decades have linked student outcomes to teacher self-efficacy (i.e. belief in ability to perform a task for expected outcomes). Considering many ELLs with disabilities receive mathematics instruction from special education teachers, there are questions about the self-efficacy of these teachers to provide quality instruction, since there are few studies focused specifically on preparing or supporting special education teachers to teach mathematics to ELLs with disabilities. The purpose of this dissertation is to examine in-service special education teachers' overall self-efficacy in teaching mathematics in teaching any student with a disability and in teaching ELLs with disabilities in culturally and linguistically responsive ways. One hundred seventeen special education teachers from 9 states were recruited for this study which utilized surveys and follow up interviews. Six participants, chosen for having low or high self efficacy in teaching mathematics to any student with a disability or in teaching mathematics to ELLs with disabilities, were interviewed about factors which were helpful or harmful to their self-efficacy. Themes from the data included (a) teacher preparedness, (b) student characteristics, (c) teaching pedagogy, (d) building culture, (e) overall teacher disposition and (f) culturally responsive pedagogy.

scholarly journals Supporting Academic Growth of English Language Learners: Integrating Reading into STEM Curriculum

2019 ◽  
Vol 9 (4) ◽  
pp. 83 ◽  
Author(s):  
Saoussan A. Maarouf
Keyword(s):  
English Language Learners ◽  
Standardized Tests ◽  
Language Learners ◽  
English Language ◽  
State Standards ◽  
Academic Growth ◽  
Ell Students ◽  
Proficiency Level ◽  
K 12 ◽  
Educational Field

English Language Learners (ELLs) in the U.S. have recently received growing attention in educational researchbecause of their struggle in academic performance, especially after the launch of the Common Core State Standards(CCSS) and assessments in 2009. Unfortunately, ELL students are required to take these standardized tests inEnglish language regardless of their proficiency level in reading. Despite increased focus and resources ofimplementing STEM (Science, Technology, Engineering, and Math) curriculum in K-12 education, there is a strongevidence that ELL students do not attain commensurate performance when compared to their nativeEnglish-speaking peers. The integration of Art into STEM disciplines has evolved STEM into STEAM. Lately, therehas been much discussion in the educational field that the acronym STEAM should be further evolved into STREAMby integrating Reading. The purpose of this study is to investigate the efficacy of integrating STEM and Readingcurriculum in K-12 education to reduce the achievement gap between ELL and non-ELL students. Practicalclassroom strategies for classroom teaching and instruction are discussed.

Teaching Mathematics to Elementary ELL Students

2018 ◽  
pp. 141-157
Author(s):  
Ozgul Kartal ◽  
Nilufer Guler ◽  
Dincer Guler
Keyword(s):  
English Language Learners ◽  
Academic Success ◽  
Language Learners ◽  
English Language ◽  
Teaching Mathematics ◽  
Mainstream Teachers ◽  
Ell Students ◽  
School Time ◽  
School Day

The number of English language learners (ELLs) is increasing rapidly at U.S. schools. Mainstream teachers have an important role in the academic success of these students because ELLs spend most of their school time in mainstream classes. They are pulled out a few hours in a school day for ELL services. Therefore, it is crucial to educate mainstream teachers in how to teach ELL students. Mathematics is one of the hardest topics for ELLs. This chapter aims to uncover some of the challenges that elementary ELLs have in math classes and provide some implications on how to better teach math to ELL students.

Group Counseling for English Language Learners to Promote Academic Navigational Capital

2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097956
Author(s):  
Adonay A. Montes ◽  
Erika Ramos
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Group Counseling ◽  
English Language Learner ◽  
English Language ◽  
Language Learner ◽  
Ell Students ◽  
Academic Settings ◽  
The Impact ◽  
Minimal Research

The purpose of this study was to explore the impact of an 8-week academic navigational capital group with English language learner (ELL) students. Minimal research exists examining ELL students’ acquisition of navigational capital skills (skills needed to navigate and succeed in academic settings) in school. We used a pre- and postintervention survey to measure the impact of the group. Results showed growth in the academic navigational capital skills of all participants. Such increases represent a starting blueprint to consider when working with ELL students.

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