Mathematics for ELLs:)

Mathematics can be quite challenging for many ELLs.  The concepts are delivered to them in yet another language---the language of mathematics.  Often times, ELLs have some of the basic terms such as add, subtract, etc., but when word problems enter the picture, they are lost.  Take for example the many ways the function of ADDING is expressed in math problems:  plus, in addition, total, sum, etc.  For the ELL to just know one form of ADD, he will be ill prepared to solve problems where the word ADD is expressed in many ways.  Further, ELLs may not easily see the connection between the math textbook and the real world.  Unless a link is established between the two, the ELL will continue to fall behind his/her English speaking peers. 

How can a bridge to success be established?  Two sites I have here offer some suggestions that may help the classroom teacher build ELL self-confidence in mastering mathematics!

HISTORY OF ALGEBRA AND GEOMETRY
In the above site, students will see a detailed review of the history of many areas of mathematics.  This is a way to build cultural pride since the contributions of pre-Greeks are addressed.  In fact, here students will see that many cultures were working with higher thinking math before the Greeks!  Such information can be empowering for many of these students.  Teachers who weave in the achievements of ancient cultures (representative of the students in the class especially) will see a pride in ancestral achievements and that can be a major motivator.

MATH INSTRUCTION FOR ELLS
Colorin Colorado is a powerhouse of everything and anything related to meeting the needs of ELLs at all grade levels.  For this post, I pulled their section on making math accessible to ELLs.  Here there are some excellent tips to turn the incomprehensible to comprehensible with ease.  A few of the suggestions are allowing students to collaborate with bilingual peers.  The class would still be conducted in English, but ELLs would be able to clarify tasks with peers.  Another strategy is to address vocabulary with multiple meanings.  Take the example given here where the question is to FIND X.  The task here is to FIND THE ANSWER and not FIND the X.  Teachers should also identify  KEY VOCABULARY before the lesson so that they will be ready to support ELLs with clear ELL-friendly definitions to support them throughout the lesson.  You will also find some additional math links towards the end of the article as well.

Denise

ELL TEACHER PROS

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WORDLESS ESSAYS---Brings Out the Writer in Every Student:)

We all have pictures with unforgettable stories behind them. We recall not just the names of the persons in the photos, but also every small detail of the event along with extensive information on every object in the picture. Sometimes those photos are associated with happy memories. Sometimes, not. However, every picture tells a unique story to anyone who sees it.

Wordless essays have the same effect. A series of photos together convey a message equal to a paragraph or more but without words. The words would come as students discuss with peers what their pictures say. For ELLs, this type of approach with "writing" offers them an opportunity to verbally share their images through often times their strongest skills-speaking and listening. In analyzing photos, ELLs have time to build vocabulary to make their story one that every classmate will want to read. In their small groups, discussions, access to word walls, student writing samples, journals (where ideas are stored without any focus on mechanics), personal dictionaries, etc., ELLs have time and support to eventually elaborate on an otherwise simplistic description to create a piece of grade level quality writing. Here they use their strongest language skills to develop their weakest ones-reading and writing.

WORDLESS ESSAY 1 Here is a simple one on making a chocolate topping for ice cream. This should be a crowd pleaser for the younger ones.

WORDLESS ESSAY 2 This one might fascinate older students especially those from that section of the world. Imagine how much language could be generated when students have much to say:)

Why not have your students use their cell phones to take pictures of things that are important to them and then bring the shots to school for an activity like this? Your students will be impressed with their results and will be motivated to find "just the right words" to tell their story.

Denise
ELL TEACHER PROS