English Language Learner (ELL) Students in the mathematics classroom

1. English Language Learner (ELL) Students in the mathematics classroom By: Allison Rogala, Maggie Witkowski, Liz Denz

2. Would you be able to solve this problem? • Objętośćsześcianu jest równa 64. Pole powierzchnicałkowitejtegosześcianurównasię co? • The volume of the cube is equal to 64. What is the total surface area of the cube is equal to?

3. Why is it “hot”? • The number of ELL students has drastically increased • Texas, Florida, Illinois, Arizona, New York and California have a substantial increase in students learning English as a second language • ELL population has increased more than 200% in the past ten years • No Child Left behind has brought our attention to it

4. What are the relevant issues? • Relevancy in the classroom • Students are at varying mathematical skill levels and mathematical proficiency levels • Not a homogenous classroom • Struggle understanding context of problems • Assimilating to American classroom norms • Relevancy outside the classroom • Emigration issues • Culture Shock • Language in the home

5. Goals for teaching ell students • Engage the Students • Provide equity to all students by having high expectations and offering strong support • Keep in mind you are not just teaching math, you are teaching math in English • “When we teach math to English Language Learners, we are also teaching English, not just teaching IN English”

6. Teaching Techniques • Low – Anxiety Environment • Comprehensible input • Academic Language Acquisition • Group work • Real life application

7. Low Anxiety Environment • A Low- Anxiety Environment is place where students can be themselves and feel free to make mistakes • To create this environment: • Familiarize yourself with your students culture and backgrounds • Provide Scaffolding • Provide varying methods of solution • Be Patient • Benefits: • Increases students self confidence • Eases the transition

8. Comprehensible input • Ensuring that students are understanding verbal and written instructions • How to implement: • Talking at a slower rate • Repeating concepts • Continually check for understanding • Use gestures and visual representations • Benefits: • Introduces them to mathematical communication • Addresses different learning styles • Allows for easier understanding of the concepts

9. So now lets check for your understanding…. • What has been the rate of increase of the ELL population in the past ten years? • A. 200% • B. 100% • C. 150% • D. 175% • E. 75%

10. Academic Language Acquisition • Academic language is the terminology used in the classroom, including definitions, formulas etc. • Social acquisition vs. Academic acquisition • How to implement: • Word squares • Journals • Facilitated discussion • Justifying their answers • Benefits: • Demonstrates understanding of concepts • Improves communication skills

11. Group Work • Students collaborate to analyze and formulate different problem solving strategies • How to implement: • Don’t let groups have similar language abilities • Change groups regularly • Teach students how to work in groups (how to discuss) • Utilize more fluent students as Teaching Assistants • Benefits: • Use English Math terminology more frequently • Transition from simplistic to analytical questions • More fluent students help less fluent students develop a better understanding • More fluent: teachers • Less Fluent: native language

12. Real Life Application • Connecting conceptual mathematical ideas to real life situations • How to Implement: • Projects • Give time in class to conceptualize their ideas • Allow for translating programs • Choose a topic that is relatable to adolescents • Benefits: • Encourages a passion for mathematics • Makes mathematics relevant to their everyday lives • Inspires curiosity • Enhances critical thinking skills

13. What would you do? • Your are diving you class into pairs, Adam is proficient in his math skills, but has just begun to learn English. Maggie has poor mathematical skills, but is more fluent in English. Liz an average level of math skills and English skills. Allison is proficient in her math and English skills. How would you group these students • A.Liz and Allison, Maggie and Adam • B. Maggie and Liz, Allison and Adam • C. Allison and Maggie, Liz and Adam

14. why is it important? • The is a increased likelihood that you will have a ELL student in your class • In 2004, there were 5 million ELL students enrolled in public schools, this accounts for 10% of the school population • Regardless of whether you know the language you can still use these techniques to teach ELL students • It is important to realize that learning math is like learning another language • Additionally, these techniques are applicable to ALL students and not just ELL students

15. What are you thinking? • In your opinion, Which technique would be most effective in an ELL classroom? • A. Group Work • B. Real Life Applications • C. Academic Language Acquisition • D. Comprehensible input • E. Low- Anxiety Environment

16. Bibliography Bresser, R., Melanese, K, & Sphar, C. (2009). Supporting English Language Learners in Math Class. Sausalito, CA: Math Solutions Publications. Hoffert, S.B. (2009). Mathematics: the Universal Language? Mathematics Teacher, 103(2), 130-139. Murrey, D.L. (2008). Differentiating Instruction in Mathematics for the English Language Learner. Mathematics Teaching in the Middle School, 14(3), 146-153. Winsor, M.S. (2012). Bridging the Language Barrier in Mathematics. The Mathematics Teacher,101(5), 372-278.