This table can be found on page 341 of the textbook (see citation below)
- Teachers are guided by and must adhere to both state and national standards, more particularly, the new Common Core State Standards for teaching mathematics.
- ELLs can often excel mathematically; however, the language is a barrier to their success. Issues with verbal commands, word / text problems, and communicating with peers can lead to frustration necessitating accommodations.
- Teaching and emphasizing vocabulary is key in helping students make meaning of mathematics.
- Many math manipulatives can be employed to make the learning of mathematics more concrete for the learner. Teachers need to start with concrete manipulatives and then bridge learning to representational models in pictures and diagrams and then lastly to the abstract understanding of the concepts.
- Teaching strategies like cooperative learning; use of manipulatives; children’s literature; writing / journaling; use of technology; and the use of problem-solving approach are effective means of assisting ELL students.
- Build on a child’s prior knowledge and teach for understanding, allowing the child to communicate nonverbally and in writing
- Special accommodations may be necessary for ELL students in assessments or when learning mathematics. It is important to differentiate instruction for different types of learners.
- Teachers should use “wait time” and patience when asking questions and working with ELL students
- We have become a more global society, and we need to make every effort to use “best practices” in the teaching of mathematic to reach all students
- Preparing our young people for the STEM field is now a big part of the U.S. push to have more young people doing these types of jobs for security sake.
(Ariza, Yahya and Zainuddin 341)
Ariza, Eileen Whelan, et al. Fundamentals of Teaching English to Speakers of Other Languages, in K-12 Mainstream Classrooms; Fourth Edition. Dubuque: Kendall Hunt publishing company, 2015. Print.