Teaching Strategies for Engaging English Learners (ELs)
EDSC 440S Resource
Developed by Grace Cho, PhD. and Debra Ambrosetti, PhD., 2006
First Steps Know your students’ backgrounds:
Administer a Needs Analysis Identify your students’ math levels—(pre-test) Assess students’ attitudes towards math identify the background and prior experiences of students (e.g., cultural, linguistic
abilities, educational experiences, etc.) Be aware of cultural differences and include modifications in order to develop a culturally relevant
curriculum Example: In some cultures, the process of finding the answer is not as valued as the product….
If the teacher asks students to “show their work”, students may not understand this action because the process is a mental action and not computed on paper—the “work” is done in their head
Create a positive learning environment in order to diminish math anxiety and maximize learning by:
Allowing for controlled social interaction Utilize group work/cooperative learning effectively and correctly
Incorporating consistent and established structure into class procedures: classroom procedures/routines—where to hand in homework, get paper, text books,
etc. classroom organization—seating arrangement, free walk spaces, teacher areas
First Steps (continued)
Motivate all students regardless of gender, race, ethnicity Be aware of the historical
expectations/stereotypes of certain groupsLack of females in math related fields“Asians excel in math.”
Make subject matter interesting, engage students in the process
Make content relevant and meaningful
First Steps (continued)Demystify Myths about Math as a Universal Concept Universal: Simple concepts are universal i.e. simple concrete number algorithms (2+2=4) Not Universal: Other aspects of Math are difficult because of language differences
Difference between “a” and “the” “Six times a number is 3 more than 10 times the number.”
Not all cultures use math, or math symbols in the same way Use of “period (.)” instead of “coma (,)”
Decimals are indicated by a period in English and a comma in many other languages. Commas as used in English, may be indicated by a period in many other languages
Two thousand (2,000 in English): (2.000 in Spanish, German) Dates:
In Spanish and some other languages the day is written first, followed by the month, then the year.
January 27, 2003: Spanish: 27-01-03; English: 01-17-03; Korean: 2003. 1. 27. Time: May be written as military time: 14:00 hours as opposed to 2 pm Measurement:
Metric system (kilogram, meter, liter) vs. English system (inches, feet, pounds, cups)
First Steps (continued)
Invite and Involve Parents Note: Don’t make assumptions—parents from certain
cultures may be absent from the school environment as a sign of respect for the teacher.
Modify your lessons for ELs by incorporating the following teaching strategies Note: These strategies are not to be used in isolation
and they should complement the lesson
Modifications for ELs Lessons must contain both content and
language objectives ELs need many opportunities to learn all academic
aspects and complexities of Math (content) while developing communicative competence in English (language skills).
Students should be given ample opportunities to clarify key concepts in their first language (L1) as needed with an aide, peer, or L1 text.
Modifications for ELs: Promoting Lesson Comprehension
Contextualize the lesson: Progress concepts from concrete to abstract by using math
manipulative, games, realia, visuals. Demonstrate the process of solving mathematical problems by
using pictures and modeling. Visualization-- abstract to concrete conceptualization. The
ability to explain the concept in concrete terms Teachers should provide connections to key problem solving
strategies that assist students during mathematical challenges. Teach students to make connections within the subject and in
the real world, to reason mathematically, verify their findings, solve real world problems, communicate their thinking about math…etc.
Provide many and continuous opportunities to learn complexities of math.
For additional ideas, see Concrete-Representational-Abstract.
Modifications for ELs: Promoting Lesson Comprehension (continued)
Employ Speech Modification Use language that is appropriate for proficiency level Use more pause between phrases, enunciation, and simple sentence
structure for beginnersClearly explain the academic tasks Speak slowly and clearly without overdoing it Provide sufficient wait timeUse a variety of techniques/strategies to make content concepts clear use visuals, hands-on activities, demonstrations, gestures, body language
and modelDevelop and emphasize technical (content) vocabulary Introduce, write, repeat, and highlight key words Use vocabulary building strategies (see next slide)
Modifications for ELs: Promoting Lesson Comprehension (continued)
Display a chart depicting commonly used abbreviations and symbols
Pt. = pint, lb.=pounds, ft.=feetContinuously review previously learned key concepts
throughout the year Incremental learning, in which skills are developed slowly
over time through repetition and extension, is an effective strategy for this.
Review key terms whenever necessary such as mathematical terms that may be too abstract or confusing
Multiplication of 2-digit numbers: review product, sum, carry, exchange and equals
Introduce key vocabulary using visuals, realia, modeling and demonstrations.
Vocabulary Building Strategies
Clarify expressions, words, and symbols that have multiple meanings. rationalize, column, table, simplify X and(.) Indicate the multiplication process
Teach technical terms. percentage, square root, Word Tree given one term, the students generate 3-4
words that denote the same meaning Subtraction = take away, minus or difference
Vocabulary Building Strategies (continued) Recognize and generate attributes, examples
and non-examples of a concept. Using a geoboard, have students identify the unique
characteristics of a shape they have created
Have students provide and explain an analogy based on content/concept. “Negative numbers are like the overdrawn amount in
a checking account.”
Modifications for ELs: Tap Prior Knowledge:
Link concepts explicitly to students’ background experiences Percentage
Restaurant bill –calculating the tip Percentage of taxes taken out of a pay check Sales discount
While giving examples, use vocabulary relevant to the students’ lives
Links explicitly made between past learning and new concepts--Help students make the connection between what they know to what they need to learn for math. “Multiplication is repeated addition.” Use concept maps to relate prior knowledge to new concepts and terms
Assess or validate prior knowledge POD—Problem of the Day KWL- What I know, what I want to know, and what I learned
Modifications for ELs: Promote Academic Learning:
Teach study skills Cornell notes Use of a student planner Questioning skills
Accommodate different learning styles Visual (Graphs, charts, tables) auditory (discussion, lecture), kinesthetic
(manipulative, games) Highlight the visual side of math since many students may not be
auditory learners. Incorporate cues such as: facial expressions, body language and visual
aids Use concrete manipulatives such as base ten blocks, geoboards,
algebra tiles
Modifications for ELs: Use Curriculum Adaptations
Adapt the text to the language level of Els Tailor the curriculum to meet ELs’ need
Assist students in rewriting word problems in simpler terms
Teach content concepts which are appropriate for age and educational background levels of your students.
Use supplementary materials to make the lesson clear and interesting (e.g., graphs, models, visuals, trade books, )
Modifications for ELs: Consider Affective Issues:
Demonstrate sensitivity to cultural & linguistic diversity Use alternative grouping and interactive learning
Heterogeneous cooperative learning groups, think-pair-share, peer work, peer evaluations, jigsaw
Foster supportive learning environment (i.e. low anxiety environment)
Encourage elaborated responses in Teacher student interactions Prompts:
“Can you tell me more?” …and how would you do that? Would you explain that to the class?
Modifications for ELs:Use variety of Assessment:
Use authentic or ”real” assessment interview, portfolio, quick write (“In one paragraph,
explain the Pythagorean theorem.”), teacher observation, project, demonstrations
Vary ways of showing concept attainment Modify forms of assessments to fit lesson
graphic organizers, oral presentations, student generated test, concept maps, projects