building language capacity for access and communication in mathematics ncsm annual conference april...
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Building Language Capacity for Access and Communication
in Mathematics
NCSM Annual ConferenceApril 15, 2015
Boston, MA
Ava Belisle-ChatterjeeBarbara Molina
Alison Whittington
IntroductionsWho are
we?Who are
you?
Equip students to read, think, talk, and write in ways that will prepare them for the
future.
21st Century Skills
http://www.imls.gov/about/21st_century_skills_list.aspx
Common Core State Standards
QUESTIONSHow do we teach ELLs to listen, speak, read,
and write English without neglecting the math, but teaching them simultaneously?
How do we adjust instruction for different levels of English language proficiency?
How do we make sure that ELLs are not “left behind” in terms of the language and content demands of the Common Core?
Language is the main axle of learning in any discipline.
The CCSS intensify the need for every teacher to develop the language, thinking and literacy skills of texts and tasks in every discipline.
The CCSS emphasize: argument-based reasoning reading and writing complex texts engaging in authentic academic
discussions
An ELL StudentFilm website with info and resources. DVD
available for $6.
http://www.immersionfilm.com/
Youtube link to lower quality version of film.
http://www.youtube.com/watch?v=I6Y0HAjLKYI
WIDA’s English Language Proficiency
Levels What are the implications?
LEV
EL 6
: REA
CH
ING
Level 1 Level 2 Level 3 Level 4 Level 5
Entering
Emerging Developing Expanding Bridging
ELPS-TELPAS Proficiency Levels
What are the implications?
Level 1 Level 2 Level 3 Level 4
Beginning Intermediate
Advanced Advanced High
ENGLISH LANGUAGE DEVELOPMENT
A specialized program of English language instruction appropriate for the English language learner’s (ELL) identified level of language proficiency. This program of study is designed to promote second language acquisition of listening, speaking, reading, and writing.
Who are ACADEMIC LANGUAGE LEARNERS?
“Long-term” English language learners
Students from homes in which variations or dialects of English are spoken that differ significantly from “expected” English
Students who struggle in ways in which schools ask them to listen to, converse, read, and write academic English.
Teachers need to know the language that is running the
learning show in each lesson. Zweirs et al.
What are LANGUAGE DEMANDS?
DEMANDS that are placed on us when we use a communication system, including:
VOCABULARY: words that are used (everyday, general academic, content-specific) [Phonology and Morphology]
SYNTAX: ways we put words together to form sentences that follow meaningful patterns and that make sense [Syntax and Semantics]
DISCOURSE: ways we fluently communicate messages [Pragmatics]
Identifying Language Demands
What do we want students to do/read/write/say/draw?
What content-specific words are needed?
What grammatical structures are implied?
The ‘F’ Words
Function: What is my purpose for communicating?
Form: How will I package my message?
Fluency: What venue will I use to communicate my message?
1. LANGUAGE FUNCTIONS
FUNCTIONS: What systems of communication allow us to do.
“The use to which language is put, the purpose of an utterance rather than the particular grammatical form an utterance takes” (Sauvignon, 1983)
Language Functions (Halliday, 1978)
Instrumental: Getting what you want
Regulatory: Controlling others’ behavior
Informative: Communicating information
Interactional: Establishing social relationships
Personal: Expressing individuality
Heuristic: Investigating and acquiring knowledge
Imaginative: Expressing fantasy
retelldescribecompare/
contrasthypothesizequestionpersuadeanalyzeput in order
make inferencescritiqueinterpretproveconstructidentifysynthesizejustify
LANGUAGE FUNCTIONS: THINGS THAT GET DONE
STANDARDS FOR MATHEMATICAL PRACTICE
SMP 3: Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements… They justify their conclusions, communicate them to to others, and respond to the argument of others…
PRACTICE WITH A PROBLEM
Carlos wants to buy chocolate milk from the vending machine. The milk costs 75¢. Carlos has 2 quarters, 5 dimes, and 5 nickels.
Show at least four possible coin combinations Carlos could use to pay for the milk. Use N, D, and Q to record your answers.
Pick one of your coin combinations and show or explain how you know it totals exactly 75¢.
EM4 Open Response Problem: Buying from a Vending Machine
What are the learners being asked to do?
What do they need to understand?
How might they use language to convey their thinking?
2. LANGUAGE FORMS
Vocabulary: Word Choices, Word Formation Rules, Pronunciation
Syntax: Sentence Structures, Rules of Grammar
Semantics: Phrase and Sentence Meanings
MYTHS AND CLARFICATIONS ABOUT VOCABULARY
EVERYDAY TERMS
(TIER 1)
GENERAL ACADEMIC
TERMS[Mortar] (TIER 2)
CONTENT-SPECIFIC TERMS[Bricks](TIER 3)
MYTH: Vocabulary teaching refers to content-specific terms.
Building Complex Language
Words Sentences
Messages
3. LANGUAGE FLUENCY
Ability to:
Use language for different functions
Appropriately adapt or change language according to the listener or situation
Follow rules for conversations and narrative
(Díaz-Rico, 2014)
Our students will not succeed with the CCSSM if they are not talking/interacting at least 65% of the
time.Anecdotal Comment Reported by Douglas Fisher, FIT Academy, Aug. 1, 2014
Three Types of Language Purposes
Vocabulary
•WORD•Everyday•Academic•Specialized/Content
Structure•SENTENCE•The way the vocabulary is used in sentences to express ideas.
Function
•MESSAGE•The intended use of those ideas.
MATH LANGUAGE PURPOSE STATEMENT EXAMPLES Fisher & Frey
VOCABULARY
•Use less than, greater than, equal to for describing the relationship between pairs of numbers
STRUCTURE/SENTENCE•Highlight additive signal words in word problems.
FUNCTION/MESSAGE
•Describe the relationship between numbers in expanded and standard notation forms.
IMPLICATIONS FOR INSTRUCTION
Build students’ abilities to understand and communicate complex ideas.
Focus on the whole, not on disconnected pieces.
Increase the quality of students’ understanding, thinking, and communicating.
Zweirs et al.
CHANGES IN TEACHING PRACTICES
Use complex texts
Fortify complex output
Foster academic interactions
Zweirs et al.
THE ‘F’ WORDS
Why? Purpose FUNCTION
How? Language Structures
FORM
Who?When?Where?
Context FLUENCY
Guiding QuestionsWhat are the language demands of the task?
FUNCTION: How will academic language be used by students to convey understanding and thinking?
FORM: What language structures—vocabulary and sentence structures—will be needed to convey their reasoning?
FLUENCY: How will the message be shared?
SHIFTS IN PRACTICEFrom………….To
Access…Ownership
Piece skills…Whole message
Focus on content…Focus on Language-Literacy-Content
Individual…Collaborative
Zweirs et al.
Some Resources
Celedón-Pattichis, S. & Ramírez, N.G. (2012). Beyond Good Teaching: Advancing Mathematics Education for ELLs. Reston, VA: NCTM.
Center for Applied Linguistics www.cal.org
Díaz-Rico, L.T. (2014). The Crosscultural, Language, and Academic Development Handbook: A Complete K-12 Reference Guide. Boston, MA: Pearson Education, Inc.
Echevarría, J., Vogt, M., & Short, D.J. (2010). The SIOP Model for Teaching Mathematics to English Learners. Boston, MA: Pearson Education, Inc.
Fairbairn, S. & Jones-Vo S. (2010). Differentiating Instruction and Assessment for English Language Learners: A Guide for K-12 Teachers. Philadelphia, PA: Caslon, Inc.
Some Resources
Zweirs, J., O’Hara, S., Pritchard, R. (2014). Common Core Standards in Diverse Classrooms. Portland, ME. Stenhouse Publishers.
Framework for English Language Proficiency Development Standards corresponding to the Common Core State Standards and the Next Generation Science Standards www.ccsso.org
http://www.everythingesl.net/inservices/language_stages.php
http://www.tsusmell.org/index.htm
WRAP-UPI learned…I felt…I began to
wonder…I thought…I practiced…I understood…
PRESENTERS’ CONTACT INFORMATION
Ava Belisle-Chatterjee
[email protected]@uchicago.edu
Barbara [email protected]
Alison [email protected]