1. MAKING MATH TIME
MEANINGFUL
Making Math Instruction an
Integral Part of Language
Learning

2. MATH ACADEMIC VOCABULARY
Research says:
 It is difficult to master content-specific vocabulary
while trying to teach the connected concept
 Academic language is much more difficult than
conversational language used by many English
language learners
 ELLs not only have to learn content-specific
vocabulary, but function words
(analyzing, explaining, predicting)

3. MATH ACADEMIC VOCABULARY
Linguistic Implication:
 CEL p. 52
 ―The vocabulary of everyday speech tends to be
informal and domestic, limited and inexplicit, as
speakers cope with difficulties of memory, attention,
and perception.
 Academic vocabulary is difficult to acquire especially
when the learner is still using conversational
language as a means of communication
 Math language using on the limited or inexplicit
language may not be able to fully explain the ELL’s
complete thinking

4. MATH ACADEMIC VOCABULARY
Instructional Strategies
 Pre-teach content-specific and function terms prior to
the lesson
 Note multiple-meaning words that may cause problems
 Create different ways to ―keep‖ vocabulary
 Math Word Wall/Mathematician Wall
 Vocabulary/Picture Personal Dictionary
 Graphic Organizers
 Dual Language Vocabulary Chart (use of both
languages)
 Total Physical Response (TPR) lesson

5. MATH ACADEMIC VOCABULARY
―THINK LIKE A MATHEMATICIAN‖
Instructional Strategy You Can Use
A math wall is a simple way to ―store‖ important
vocabulary, math strategies, and math related content.
 Examples
Math Wall 
This math wall
incorporates pictures
which helps with
concrete learning

6. MATH ACADEMIC VOCABULARY
―THINK LIKE A MATHEMATICIAN‖
Instructional Strategy You Can Use
 Take Away Activity:
 Pick 3 vocabulary words or strategies appropriate to
your grade level.
 On your card:
 Write the word, think of a visual or picture to
represent the word, and a sentence or simple
description.
 Possibly include a TPR gesture that relates.
 Share

7. WRITTEN MATH PROBLEMS
Research says:
 The difficulty with word problems is that the problems
require many layers: reading comprehension of the
problem, making sense of the problem, identifying a
question that needs to be answered, and planning to solve.
 Important part of math learning because written problems
promote:
 Explicit vocabulary instruction
 Experience in problem solving
 Practice extracting information
 Repeated reading, listening, speaking, and writing
practice.

8. WRITTEN MATH PROBLEMS
Linguistic Implication
CEL, p. 181
 ―Written language displays several unique features, such
as punctuation, capitalization, spatial organization…and
other graphic effects.‖
 Written math problems are not just difficult because
of the math academic vocabulary, or the reading
involved, but also because of written language
features:
 Features: Punctuation, capitalization
 Graphic effects (font, spacing, etc.)
 ―Written language tends to be more formal than spoken
language.‖

9. WRITTEN MATH PROBLEMS
Instructional Strategies:
 Teacher Think-Alouds
 Modeling the logical process
 Pull out key vocabulary, scaffold before
 Student Think-Alouds
 Making a strategy anchor chart based on student-
created strategies, providing picture clue
 Discussion Stems Posted
 Written problems that are high interest, appeal to the learner
 Using reading comprehension strategies to decode the
problems

10. WRITTEN MATH PROBLEMS
Instructional Strategy You Can Use
 Examples
 Sample Math Journals from ELs
 Task
 Turn and talk with a neighbor about how you would scaffold
this problem for a language learner in your classroom...
There are 5 giraffes at the zoo. There are 4
cheetahs at the zoo. How many spotted zoo
animals are there all together?

11. MATH BACKGROUND KNOWLEDGE
Research says:
 Identify the unique experiences that the learner
brings…
 Learn as much about their prior math knowledge as
possible
 Promote first language use as a way to build
background
 Using native language will build more connections
and create ―empowerment‖ and success in the
learner

12. MATH BACKGROUND KNOWLEDGE
Linguistic Implications:
 CEL, p. 344-345
 ―The lack of a common language can severely impede
progress and can halt it altogether.‖
 ―There are several ways of getting around the foreign
language barrier, but none is simple, nor has any as yet
been successful.‖
 It is difficult for teachers and students that don’t have
a common language, but one has to use resources
available (translators, common words, or an existing
language) that will increase motivation to learn
language

13. MATH BACKGROUND KNOWLEDGE
Instructional Strategies:
 L1 partner talks
 Identifying parts that would be confusing, building the
background instead of trying to activate prior knowledge that
may not be there yet
 Link concepts explicitly (from previous learning)
 Build in routines that promote continuous exposure to
content
 Using high interest topics, identify important vocabulary
 Teaching the use of manipulatives
 Using real world situations that you can support with
visuals, gestures, or experiences

14. MATH BACKGROUND KNOWLEDGE
Instructional Strategy You Can Use
 Task
 Quiet Write:
 Think of at least 10 high interest topics that you
could use during math instruction to link to your ELs
background knowledge
 Share with your table

15. PRODUCING MATH ACADEMIC
LANGUAGE
Research says:
 It is difficult to produce/speak math academic language
because:
 Conversational language is much easier to master
than academic language (language in the content
areas)
 They are doing two jobs at once—learning a
language and new math concepts

16. PRODUCING MATH ACADEMIC
LANGUAGE
Instructional Strategies:
 Use small group pairings
 Promotes positive support system, positive learning
environment
 Scaffold
 Use sentence frames/stems for discussions
 ―Slow down, teacher!‖ – take a moment to reflect on your own
teaching language
 Allow students to share their own math thinking
 usually use a more kid-friendly language
 Pair with the ELL teacher to plan important language…they can
support this learning

17. REFERENCES
Bibliography
 English Language Learners in Math. (2012). Retrieved from Teaching Today Glencoe:
http://teachingtoday.glencoe.com/howtoarticles/english-language-learners-in-math
 Helping English Language Learners Master Math Terms. (2012). Retrieved from CAPELL:
http://capellct.org/htmlfiles/documents/MiddleSchoolJournalMathTermsarticle.pdf
 Math Strategies for English Language Learners. (2012). Retrieved from Fair Lawn School District: http://mset.rst2.edu/
 Appalachia Regional Comprehensive Center. (2009). Effective Practices for Teaching English Language Learners. Charleston:
Edvantia.
 Blachowicz, C. L., Fisher, P. J., & Watts-Taffe, S. (2005). Integrated Vocabulary Instruction: Meeting the Needs of Diverse Learners
in Grades K-5. Naperville: Learning Point Associates.
 Bresser, R. (2008). Teaching Math to English Language Learners. In R. Bresser, Supporting English Language Learners in Math
Class, Grades K-2 (pp. 2-8). Sausilito: Math Solutions.
 Carrier, K. A. (2005). Key Issues for Teaching English Language Learners in Academic Classrooms. Middle School Journal, 4-9.
 Crawford, J. (2004). Basic Research on Language Acquisition. In J. Crawford, Educating English Learners: Language Diversity in the
Classroom (pp. 182-212). Los Angeles: Bilingual Educational Services, Inc.
 Crystal, D. (2003). The Cambridge Encyclopedia of Language (2nd ed.). New York City: Cambridge University press.
 Echevarria, J., Vogt, M., & Short, D. (2009). The Academic Language of Mathematics. In J. Echevarria, M. Vogt, & D. Short, The
SIOP Model for Teaching Mathematics to English Learners (pp. 1-14). Boston: Allyn and Bacon.
 Garrison, L., & Kerper Mora, J. (2008). Adapting Mathematics Instruction for English-Language Learners: The Language-Concept
Connection. In J. K. Leslie Garrison, Changing the Faces of Mathematics: Perspectives on Latinos (pp. 35-48). National Council of
Teachers of Mathematics, Inc.
 Goldenberg, C. (2008, Summer). Teaching English Language Learners: What the Research Does-and Does Not-Say. American
Educator, pp. 8-44.
 Jasper, D. B. (2005, November). Teachers Guide to Teaching Mathematics to English Language Learners. Retrieved from
Mathematics for English Language Learners: http://www.tsusmell.org
 Mooneyhan, L. (2012). Supporting English Language Learners in Mainstreama nd Content Area Classrooms. Retrieved from Ohio
Valley Educational Cooperative: http://www.ovec.org/
 Robertson, K. (2009). Math Instruction for English Language Learners. Retrieved from Colorin Colorado: