Full title: Lost in Translation… The Language of Math: Recognizing, Planning for and Developing Academic Language within Mathematical Instruction


Presenters: Vanessa Skinner, Karla Del Rosal, Ph.D



Handout: https://docs.google.com/presentation/d/1zr...
Sentence Frames: https://www.txel.org/media/uzkla5kw/elps-s...

The Lost in Translation professional development goals are for educators to understand the importance of developing EL’s academic language in mathematics. Teachers are to understand the role of process standards in EL’s instruction and language development. Teachers will use a planning protocol for academic language development in mathematics integrating process standards.

The Moschkovich's research asserts the use of multiple resources available in classrooms such as manipulatives, drawings, graphs, and gestures. This research demonstrates that ELs can and should participate in discussions while they grapple with important mathematical content, even as they learn English. The process standards require students to analyze information, process and justify their thinking. Educators must begin to think of the language of mathematics as more than a list of vocabulary or technical terms but the communicative competence necessary and sufficient for proficient participation in mathematical discussion practices. Learning mathematics is difficult for all learners but English language learners are at a greater disadvantage because they are learning it through a language they do not know. Mathematical language has its own specialized words that are required for students to understand and make meaning of math instruction. For example, compose, decompose, addend, divisor are words that students must know and understand in order to learn, practice and justify their learning. The classroom is the only place in which students are going to learn mathematical language. It is essential for teachers to identify the language demand, teach and incorporate mathematical discourse in order for students to process and internalize the language.



References:

Haley, M. H., & Austin, T. Y. (2014). Content-based Second language teaching and learning: An interactive approach. Pearson.

Krashen, S. D., & Terrell, T. D. (1988). The natural approach - language acquisition in the classroom. Prentice Hall.

Moschkovich, J. (2007). Bilingual mathematics learners: How views of language, bilingual learners, and mathematical communication impact instruction. Improving access to mathematics: Diversity and equity in the classroom, 89-104.

Moschkovich, J. N. (2000). Learning mathematics in two languages: Moving from obstacles to resources. In W. Secada (Ed.), Changing the faces of mathematics: Perspectives on multiculturalism and gender equity. Vol. 1) (pp. 85-93). Reston, VA: National Council of Teachers of Mathematics.

Robertson, K. (2019). Math instruction for English language learners. Colorin Colorado! Retrieved May 27, 2022, from https://www.colorincolorado.org/

Teacher interviews and E.L. Achieve Constructing Meaning Institute