Teaching mathematics to English language learners /
Kersaint, Gladis.
Thompson, Denisse R.(Denisse Rubilee),1954-
Petkova, Mariana.
New York ; London : Routledge,
2013.
Includes bibliographical references and index.
Machine generated contents note: pt. 1 Your English Language Learner -- 1.1.Orientation -- English Language Learners (ELLs): Who Are They? How Do They Come to Be in Our Classrooms? -- Overview of Chapters in Part 1 -- 1.2.The Process of English Language Learning and What to Expect -- Principle 1 Give ELLs Many Opportunities to Read, to Write, to Listen to, and to Discuss Oral and Written English and Mathematics Texts Expressed in a Variety of Ways -- Principle 2 Draw Attention to Patterns of English and Mathematics Language Structure -- Principle 3 Give ELLs Classroom Time to Use their English Productively while Learning Mathematics -- Principle 4 Give ELLs Opportunities to Notice their Errors and to Correct their English while Learning Mathematics -- Principle 5 Construct Activities that Maximize Opportunities for ELLs to Interact with Others in English -- Stages of ELL Language Development -- 1.3.Different Types of ESOL Programs -- 1.4.Teaching for English Language Development -- Cummins' Quadrants -- 1.5.Not All ELLs Are the Same -- Stages of Cultural Adjustment -- Cultural Practices at School -- 1.6.Questions for Discussion and Reflection -- pt. 2 Influences on the Mathematics Attainment of English Language Learners -- 2.1.Overview: Influences on the Mathematical Attainment of English Language Learners -- Overview of Chapters in Part 2 -- 2.2.Providing an Equitable Mathematics Education to English Language Learners: Mathematics Education Standards -- Summary -- 2.3.The Nature of Mathematics Language -- Vocabulary -- Symbols -- Syntax -- Semantics -- Linguistic Difficulties Associated with Mathematical Discourse (Oral and Written) -- Summary -- 2.4.Mathematics Teaching and Learning -- Learning Environment -- Tasks -- Classroom Discourse -- Teacher Preparedness to Work with ELLs -- Summary -- 2.5.Cultural Influences on Mathematics Learning and Engagement -- Cultural Links to Mathematics Content and Processes -- Cultural Links to Mathematics Learning -- Culturally Responsive Pedagogy -- Summary -- 2.6.Assessment Results, Practices, and Procedures -- Language Proficiency and Mathematics Achievement -- Cultural Influences of Language Used in Test Items -- Test Accommodations and the ELL -- Summary -- 2.7.Questions for Discussion and Reflection -- pt. 3 Best Practices to Support English Language Learners in the Mathematics Classroom -- 3.1.Overview: Classroom Environments that Support English Language Learners -- Overview of Chapters in Part 3 -- 3.2.Orchestrating Classroom Discourse to Support Mathematics Concepts and Language Development -- Speak and Enunciate Clearly to Make Language Comprehensible -- Simplify and Elaborate Language -- Express Information in Multiple Ways -- Use Controlled Vocabulary -- Limit the Use of Pronouns and Adjectives -- Limit the Use of and Explain Idiomatic Expressions or Culturally Based Terms -- Limit "Asides" or Conversations that Are Not Linked to the Lesson at Hand -- Pause Frequently and Increase Wait Time -- Use Drawings and Illustrations to Support Communication -- Use Dramatic Gestures, Actions, and Verbal Intonations -- Engage ELLs in Classroom Discourse -- Summary -- 3.3.Strategies to Help English Language Learners Understand Mathematics Language -- Strategies to engoge ELLs at the Preproduction Stage of English Language Development -- Make Mathematics Language Development a Natural Part of Instruction -- Use Representations to Support Sense-Making and Language Development -- Extending Reading Strategies for Use with ELLs -- Extending Writing Strategies for Use with ELLs -- Summary -- 3.4.Emphasizing and Supporting Problem Solving -- Connect Mathematics to Situational Contexts -- Elaborate the Meaning of Words Provided in Real-World Problem-Solving Contexts -- Use Representations to Interpret and Visualize Problems -- Model Problem-Solving Processes and Strategies -- Embed Clarity Checks -- Provide Opportunities to Work with Peers to Solve Problems -- Limit the Number of Problems Assigned -- Avoid a Focus on Key Words -- Address the Use of Extraneous Information in Word Problems -- Be Sensitive when Using Cultural References -- Encourage Students to Write Original Problems -- Summary -- 3.5.Assessing English Language Learners in Equitable Ways -- Provide Access to Learning Tools during Assessments -- Avoid Linguistic Complexities -- Provide Test Accommodations -- Daily Assessments -- Projects as Assessments -- Summary -- 3.6.Teaching Mathematics in Ways that Are Culturally Responsive -- Teacher Critical Self-Examination and Self-Reflection -- Provide a Welcoming Environment for ELLs -- Attend to Individualized Cultural Characteristics and Experiences -- Create a Culturally Respectful Learning Environment -- Use Cooperative Learning to Facilitate Language Acquisition and Mathematics Comprehension -- Summary -- 3.7.Questions for Discussion and Reflection -- pt. 4 Collaborations to Support English Language Learners -- 4.1.Overview: Collaborations to Support ELLs -- Overview of Chapters in Part 4 -- 4.2.Strategies for Mathematics Teachers Who Are Themselves English Language Learners -- Create a Learning Environment that Is Accepting of Linguistic Differences -- Alert Students to Areas of Potential Difficulty Related to Language -- Review the Mathematics Text for Linguistic and Symbolic Differences -- Use Various Strategies to Produce Comprehensible Output -- Collaborate with English-Speaking Colleagues -- Engage in Ongoing Professional Development -- Observe Others Teaching Mathematics -- Share and Receive Cultural Information -- Connect with Parents -- Summary -- 4.3.Mathematics Teachers Collaborating with English as Second Language Teachers -- Barriers to Collaborations that Need to be Acknowledged and Addressed -- Different Approaches to ESL-Content Teacher Collaborations -- Reflecting on Your Own Perspectives on Collaboration -- Summary -- 4.4.ELL Home-School Communication -- Ideas: On Fostering Access -- Ideas: On Fostering Approachability -- Ideas: On Achieving Good Follow-Through -- Make Mathematics Links to Students' Families -- Summary -- 4.5.Questions for Discussion and Reflection -- Resources -- Internet Resources to Support Mathematics Teaching and Learning -- Print Resources for Further Study.
Mathematics
English language