These language features, when combined with the mathematics content of the written text, require the student to apply mathematics concepts, procedures, and applications they have already learned. The classroom environment in which ESL is taught through mathematics content should be carefully structured so that second language acquisition can occur. Instructional activities should promote second language development through a natural, subconscious process in which the focus is not on language, but on communicating per se the concepts, processes, and applications of mathematics. Instructional activities in both the ESL and mathematics classroom should be built on students' real-life experiences and prior knowledge of mathematics, and offer situations in which students can interact with the teacher and fellow students. Lessons that teach new concepts in mathematics should use graphics, manipulatives, and other hands-on, concrete materials that clarify and reinforce meanings in mathematics communicated through language.
Science gives a rich context for genuine language use.
From a language acquisition perspective, science can serve as a focal point around which oral language and literacy in ESL can develop. It can promote the development of critical concepts of American history, thereby helping culturally different students to understand their new country, the United States, and its origins. Teachers can use language classes as a means of expanding social studies knowledge as well as use social studies content to enhance language development. Conventional instructional activities may be adapted by teachers not only to enhance LEP students' language development and knowledge of social studies, but to develop their cognitive skills as well. Teacher guides students' spontaneous speech by targeting specific vocabulary structures and concepts from the stories elicited from the students.