SEDL merged with the American Institutes for Research (AIR) in 2015. This archived website contains the work of SEDL legacy projects and rich resources from the past 50 years.
Previous Work
October 2005 through September 2012
These resources were published under a previous TXCC funding; therefore, information contained therein may have changed and is not updated.
The TXCC Comprehensive Centers Program Ended September 30, 2019
The 2012–2019 grant cycle for the U.S. Department of Education Comprehensive Centers Program ends on September 30, 2019. Please visit the Department’s Comprehensive Centers Program website to check for updates about the 2019–2024 cycle of centers: U.S. Department of Education Comprehensive Center Programs. For information about the centers AIR manages, please visit: AIR Regional Comprehensive Centers and Content Centers.
What Can a Mathematics Teacher Do for the English Language Learner?
Academic Language
Description
- Teachers of ELLs in mathematics should identify and explicitly teach high-frequency words that will be used in many different mathematics classes.
- Limit introduction of new vocabulary words to 10 for any one lesson
- Have a reduced list of key words that occur in both conversational and academic language. The words often have multiple meanings and require specific interpretation in the context of mathematics.
- Academic language should not be overly simplified
- use synonyms
- rely less on verbal explanations; use more diagrams, paper models, graphs, etc.
(Adapted from Texas Education Agency, 1999.)
Example (Engage, Explore, Explain)
Note: These examples reflect words that occur across multiple math courses, rather than those that are course-specific.
Equation |
Positive |
Negative |
Table |
Add |
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