Initial Teacher Education: Enriching and Extending Partnerships

TABLE 1: Supporting ELLs in the Mathematics Classroom
POSSIBLE CHALLENGES
INSTRUCTIONAL STRATEGIES
ELLs may encounter
different kinds of
mathematical thinking than
what they learned in their
homeland.
ELLs may not be familiar
with using manipulatives.
ELLs may not be accustomed
to communicating their
mathematical thinking.
ELLs may not be accustomed
to cooperative learning in
mathematics class.
ELLs may need support in
acquiring specific
mathematics vocabulary in
English.
ELLs may not be used to
working with multi-step
word problems.
Parents may have a different
understanding of what
mathematics education entails.
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Provide extended time for modelling using think-alouds so students can hear and see
different approaches.
Encourage students to share strategies from their homeland.
Pair ELLs up with peers to discuss ideas–this allows them to hear different mathematical
perspectives.
Allow more time to develop a comfort level with new approaches.
Provide opportunities for ELLs to make connections between new strategies and the ones
they learned from their homeland.
Provide time for students to explore and play with manipulatives so they can become
accustomed to how they feel and how the pieces work together.
Provide lots of modelling by teacher and peers.
Take time to explicitly model uses of each manipulative.
Provide opportunities for students to share ideas and listen to others explain their
thinking.
Record class reflections on chart paper so examples of mathematical writings are visible in
the classroom.
Encourage students to communicate in their first language.
Identify key components in mathematical reflections (such as numbers, images, and words)
and how they can be used.
Use anchor papers and rubrics to clarify expectations.
Invite students to work in pairs, with a peer they trust, before introducing lessons that
involve larger groupings.
Be explicit about the role of cooperative groups.
Model cooperative talk and learning skills (e.g., how to take turns, share ideas, and how
to listen and give feedback).
Incorporate mathematical images and vocabulary in a class word wall.
Emphasize specific vocabulary that is used to communicate thinking and to describe
mathematical concepts.
Say the same thing in different ways.
Keep in mind that geometry may seem simple for ELLs due to its visual nature, but it
requires a lot of vocabulary knowledge.
Beware of homonyms such as whole and sum that can cause confusion.
Model how to break down problems into key parts and highlight main ideas (what we
know, what we need, etc.).
Explicitly teach how to read a word problem (e.g., unlike a paragraph, the main idea is at
the end).
Invite students to explore different word problems and identify ones that are similar.
Avoid word problems that include unfamiliar content such as sports, games etc., that
newcomers may not understand.
Send home examples with homework.
Use anchor papers to explain different levels of achievement during parent interviews.
Provide website address so that parents can access Ministry of Education documents.
26 | Initial Teacher Education