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This page outlines a possible steps teachers might take as they support multi-lingual learners with their mathematics learning.
The process is flexible, with the key purposes of:
identifying and leveraging students' strengths;
providing effective accommodations;
supporting the students during learning; and
gathering assessment information for learning.
Review the student's Assessments and EPP in S4S.
A Case Study -- Grade 7 MLL
STEP 2 Oral, 2 Reading, 1 Writing
moved to Canada just before COVID (Jan 2020)
L1 - Dari (from Afghanistan); some literacy in L1
very little English in the home
Oral language is coming slowly - student is very shy to speak in front of the class and does not advocate for themselves
Reading is developing (Level 10-12)
Writing - student needs lots of accommodations
With the following specific accommodations and scaffolding, student can engage in grade-level tasks (with modifications , EPP in place):
use of L1
slow down rate of speech
simplify vocabulary and sentence structure
pre-teach key vocabulary
incorporate personal word bank, a visual dictionary, and sentence frames
use visuals and manipulative models to support new concepts
Review the mathematical curriculum expectations and key learning goals for this topic.
Consider the language demands of this content:
connecting descriptions of changing visual patterns to algebraic terms and expressions ("There are 4 tiles for term 0. The constant for this pattern is 4.")
describing patterns and determining pattern rules ("Each term, I see two more tiles. The pattern grows by two tiles each term.")
use pattern rules to extend and make patterns, and to justify predictions about patterns
Select a problem to engage the students in this learning.
Note: this problem was selected from the Grade 7 Action Tasks slide deck.
Consider the language demands of this task:
What is the mathematical learning goal for this task?
Students will analyze, describe and extend a linear pattern.
What academic language will be developed through this task?
describing how patterns change visually
explaining how determined true and untrue statements
justifying their thinking
What vocabulary will students need to engage in this task?
linear, growing pattern, constant, term, value of the term / term value
Consider essential accommodations that will support the student through this new learning.
Review the Planning and Programming Strategies section of the student's S4S ELL Program Plan pages
The following documents also provide many suggestions:
Identify or select strategies to support student learning.
Preparing for the lesson / adapting the task:
simplify the language of the problem prompt
reduce the number of problem prompts
provide talk-time for the student to discuss the problem situation
plan for collaborative learning to support oral language
use visuals (images) and manipulatives (tiles or blocks) to support communication and understanding
During the Lesson:
model the task through think aloud with actions - anchor vocabulary through this example, using snap cubes to model the pattern
use colour to highlight how the pattern changes from term to term
strategically use the student's L1 (peer support)
scribing student responses to capture their thinking
Pose the adapted problem and support the student during the task.
Some possible supports include:
๐ธ Posing problem with actions and manipulatives as you explain the task
๐ธ Posing the problem in Google Docs so the student can have the text read to them with Google Read and Write and/or translate the text into their L1.
๐ธ Simplifying the language and context for the problem prompt
๐ธ Incorporating manipulatives
๐ธ Providing sentence frames or stems to support explaining and justifying
"I agree with this statement because ... "
"I disagree with this statement because ..."
๐ธ Reducing quantity of problems
๐ธ Collaborative (partner) work during the task to support oral language development
๐ธ Supporting the student with guiding questions during the task
๐ธ Developing word banks to support descriptive and comparative language (linear growing pattern, change, constant, term)
๐ธ Gathering evidence of learning to support future planning (observations, conversations, the created patterns / student work)
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