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.

Texas Comprehensive Center

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.

English Language Learners Materials

What Can a Mathematics Teacher Do for the English Language Learner?


Intermediate

Typical Characteristics of the Intermediate Language Learner

  • Hesitation as students think of appropriate words when participating in conversations
  • Uses a limited vocabulary to speak in detail
  • Communicates best through use of familiar high-frequency words and phrases
  • Asks for clarification often
  • Makes literal interpretations
  • Writes limited, short, simple sentences with few details
  • Clarifies meaning through native language
  • Uses simple sentences with only the present tense when explaining a past event
  • Increasingly developing academic language ability

(Adapted from Jameson, 1998; Texas Education Agency, 2006b.)


Some Suggested Strategies (in addition to those introduced for beginning students)

  • Continue to make lessons comprehensible and interactive.
  • Focus content on key concepts while using language skills.
  • Use performance-based assessment.
  • Model correct open-ended responses.
  • Provide structured response stems, such as “the slope of the results in this graph indicates ______.”
  • 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.
  • Model appropriate grammar and usage using compound sentence structure.
  • Use cloze passage with work bank. Example: Eight is a _________ number, but five is a _______ (prime, composite) number.
  • Paraphrase word problems.
  • Use Cornell notes.

 



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