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?
Language Objectives
Description of Language Objectives
Language objectives describe how the student will acquire the content knowledge required using the four modalities of language (listening, speaking, reading, and writing)
Language objectives
- explicitly teach the vocabulary required to master the content objective;
- include a description of the interaction in which students will participate, such as discussions or paired and/or cooperative learning activities;
- give students the opportunity to use functional language—reading, speaking, listening, and writing—in the math content area;
- encourage reflection at end of lesson to assess whether or not language objectives were met; and
- encourage teacher to model the behavior that supports the student expectation.
(Adapted from Texas Education Agency, 2006.)
Examples of Language Objectives
Students will be able to:
- use mathematical vocabulary to explain orally or in writing the attributes of geometric figures;
- construct a Venn diagram to contrast and compare one geometric figure with another;
- create a list of attributes of various figures;
- explain how to solve an equation to a partner;
- describe the relationship between radius, diameter, and circumference of a circle;
- write, in own words, an explanation of the math concept;
- connect informal language to formal mathematical language in a graphic organizer;
- write out the formulas that are on the current math TAKS chart;
- engage in a “Walk About” or “Gallery Walk” activity (“What did you learn today?”); and
- construct a flip book of vocabulary words with representative diagrams.
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