Instructional Strategies for Teaching English Language Learners Math
Instructional Strategies for Teaching English Language Learners Math
EDU 534: Diverse Family Structures
October 10, 2012
Abstract
This paper investigates and examines the needs of English Language Learners (ELL) in our classrooms today. It defines who they are, gives statistics at three different levels, nationally, statewide and at the school level. A few general concerns about ELL are discussed and also some positive indicators are given to give a foundation to work from. Academic goals in English language development, reading and math; that can be applied for all students, and assessment considerations are reviewed. Finally, proven instructional strategies for teaching math are suggested.
Instructional Strategies for Teaching English Language Learners Math Regardless of where you teach in the California and the United States as a whole, chances are you have a handful of students for whom English is not their native language. In many schools, classrooms are predominantly English Language Learners (ELL). For many ELL students, school can represent a challenging daily task. The inability to communicate in their native language and expectations for academic success add additional pressures to their adolescent lives. As we watch the direction that math has gone in the past several years, one must notice that it has become highly verbal and with California’s Common Core Standards coming to our schools in the near future, we can only expect more. In our text books, most problems are now embedded in words, meaning that the days of “plug and chug” math problems are nearly gone. How is this going to affect our ELL students? It means that teachers of ELL students are going to have to be more focused on linking reading and writing skills to our math instruction.
Who is an English Language Learner? According to the an US
EDU 534: Diverse Family Structures
October 10, 2012
Abstract
This paper investigates and examines the needs of English Language Learners (ELL) in our classrooms today. It defines who they are, gives statistics at three different levels, nationally, statewide and at the school level. A few general concerns about ELL are discussed and also some positive indicators are given to give a foundation to work from. Academic goals in English language development, reading and math; that can be applied for all students, and assessment considerations are reviewed. Finally, proven instructional strategies for teaching math are suggested.
Instructional Strategies for Teaching English Language Learners Math Regardless of where you teach in the California and the United States as a whole, chances are you have a handful of students for whom English is not their native language. In many schools, classrooms are predominantly English Language Learners (ELL). For many ELL students, school can represent a challenging daily task. The inability to communicate in their native language and expectations for academic success add additional pressures to their adolescent lives. As we watch the direction that math has gone in the past several years, one must notice that it has become highly verbal and with California’s Common Core Standards coming to our schools in the near future, we can only expect more. In our text books, most problems are now embedded in words, meaning that the days of “plug and chug” math problems are nearly gone. How is this going to affect our ELL students? It means that teachers of ELL students are going to have to be more focused on linking reading and writing skills to our math instruction.
Who is an English Language Learner? According to the an US
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