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?
Advanced
Typical Characteristics of the Advanced Language Learner
- Participates in social and academic conversations with some pauses to restate, repeat, or search for words
- Speaks in some detail on familiar topics
- Able to write in some detail on familiar topics
- Uses increasingly complex sentence structures in the present, past, and future tenses
- Occasional dependence on visuals, verbal cues, and gestures
- May still pause and search for words
- Participates in group discussions on familiar and unfamiliar topics, through visuals, verbal cues, gestures to support understanding
- Can identify main points and most important details
- Requests clarification when needed
(Adapted from Jameson, 1998; Texas Education Agency, 2006b.)
Some Suggested Strategies (in addition to those introduced in previous levels)
- Continue to scaffold lessons by making them comprehensible and interactive.
- Continue to use graphic organizers such as charts, tables, graphs related to math content, and other conceptual visual aids. Examples: Frayer Model, Bubble map, Venn Diagram, and other strategies identified in previous level as needed to support the learner and provide opportunities for success.
- Actively teach thinking and study skills.
- Have students design questions, directions, and activities for others to follow.
- Encourage solo reading.
- Continue to provide structured response stems to open-ended questions.
- Support abstract thinking.
- Provide increased opportunities for writing.
- Foster increased development of higher order thinking skills.
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