Teachers typically prepare lesson plans for non-ELLs and then attempt to "retrofit" lesson plans for ELLs. This article offers suggestions for planning mathematics lessons that meet ELLs' needs

Ewing, Jim

OSU Libraries Digital Journal Publishing (Ohio State University)

Considering ELLs WhenPlanning LessonsJim Ewing, Stephen F. Austin State UniversityAbstract: Teachers typically prepare lesson plans for non-ELLs and then attempt to “retrofit” lesson plansfor ELLs. This article offers suggestions for planning mathematics lessons that meet ELLs’ needs.Keywords: Culturally relevant pedagogy, literature, English language learners1 IntroductionDespite the burgeoning population of English language learners (ELLs), mainstream teachers donot feel prepared to meet their needs (Lucas, 2011). There is a myth that mathematics is easy forELLs because it is a universal language, but the mathematics used today involves more languagethan the traditional approaches used in the past (Ewing, 2017). There is more emphasis on wordproblems and on justifying answers (Ewing, 2016). Whereas teachers need training in many areason how to meet ELLs’ needs, the focus of this article is to offer guidance to mainstream elementaryteachers for planning lessons for ELLs in mathematics.Harper and de Jong (2004) note that teachers tend to treat ELLs the same as non-ELLs ratherthan capitalizing on their language and cultural strengths. Typically teachers prepare lessons fornon-ELLs and later attempt to “retrofit” their plans to meet the needs of ELLs (Meyer, Rose &Gordon, 2014). Teachers might find it helpful to consider reversing the order on occasion—to planfor ELLs and then adapt the lessons, as necessary, to meet the needs of non-ELLs.2 Cultural ResponsivenessOften when lesson plans are retrofitted, they are not culturally responsive. This is unfortunate,since culturally responsive lessons help diverse students learn content in greater depth (Gay, 2009).Culturally responsive teaching involves more than simply replacing names used in textbook wordproblems (Kersaint, Thompson & Petkova, 2009). For example, if there is a word problem aboutMary going to the mall and buying dresses, merely changing the name to Maria is unlikely toprovide an adequate hook to interest Mexican ELLs. Teachers need to learn what ELLs are interestedin so they can tie mathematics to the lives of their students in meaningful ways. For instance, astudent from Monterrey, Mexico, will likely be more motivated to answer a mathematics problemabout “arrachera” (a typical beef dish from that region). When teachers make the mathematicsrelevant to all students’ lives, ELLs will be more likely to participate in discussions (Leonard &Guha, 2002). Bresser, Melanese, and Sphar (2008) add that when teachers learn a few words of theELLs’ heritage vocabulary and use these words in their instruction, ELLs are encouraged to valuetheir own language.Page 52 Ohio Journal of School Mathematics 783 Teaching English in the Mathematics ClassroomMainstream teachers need to help ESL teachers develop ELLs’ English in all subjects, includingmathematics. As ELLs become more proficient in English, they solve word problems more effec-tively, develop stronger mathematical arguments, and are better equipped to critique argumentsof their peers (Ewing, 2016). When writing mathematics objectives for lesson plans, languageobjectives should be included (Borgioli, 2008). Kersaint et al. (2009) recommend developing Englishproficiency in students through mathematical conversation rather than lecture. ELLs are more likelyto share if teachers develop a safe environment for students where mistakes are considered learningopportunities (Kersaint et al., 2009)—a classroom where conversation and listening are valued helpsupport the development of such an environment.While questions for ELLs will vary depending on student proficiency, ELLs of all ages shouldbe asked probing questions to further develop their English skills and strengthen their mathematicalthinking. For the ELLs at lower levels of language proficiency, questions that require one-wordanswers are often appropriate (e.g.,“What color comes next?”). ELLs with more advanced Englishproficiency should be asked to justify their answers. By asking questions that challenge ELLs math-ematically and linguistically, teachers can develop mathematical concepts and English proficiency(Ewing, 2016).4 Adding Literature to Lesson Plans for ELLsEngaging students with mathematics-oriented literature (e.g., picture books) provides teacherswith a method for enhancing cultural responsiveness while strengthening ELLs’ proficiency withEnglish. Turner et al. (2009) report how storytelling and reading books motivated two classes ofSpanish-speaking kindergartners to solve challenging word problems. For example, after a teacherread a book about bees, one student noticed that the beehive was the same shape as the hexagonalblocks they used during their mathematics instructional time. The teacher also told a story aboutgoing shopping at a local market familiar to most of the students. She asked how many orangesthere would be if she had six and her son added six more. Throughout the year, the teacher usedstories such as these as a framework to facilitate learning for her kindergartners. The students inthe study became more confident and competent as a result of culturally relevant instruction.Similarly, we can choose culturally relevant books to read to students to complement our mathemat-ics instruction. Note that such an approach should be undertaken with care. For instance, we can’tassume that all ELLs have the same experience as characters in children’s books (Ebe, 2010). ELLsmay be uncomfortable with what they perceive to be errors or stereotypes. Shioshita (1997) proposeschoosing books that are recently published and portray characters in a positive light. To avoidstereotypes, she recommends avoiding books that make sweeping statements about any culture.In light of Turner et al.’s (2009) and Shoshita’s (1997) research, the following four books featuringMexican ELLs, the biggest group of ELLs in the United States, provide examples of how teachersmay begin with ELLs in mind through short, relatable stories. Teachers can extend these storiesto their own context and the content they teach. When teachers read these books at the beginningof mathematics classes, for example, opportunities to engage in culturally relevant discussions ofcontent are enhanced (Kersaint et al. (2009). While the stories below are short, they have the powerto lower the ELLs’ affective filter, inviting them to join in a risk-free setting that encourages them tomaster content and language. For ELLs who have the daily challenge of learning a new language inaddition to content, use of books such as these encourage students to persevere and be successful.Ohio Journal of School Mathematics 78 Page 534.1 Round is a Tortilla by Roseanne ThongThis rhyming read aloud-content book for four to seven year-olds intertwines Spanish and Englishvocabulary words. There are only a few words in Spanish, and the mathematical terms are inEnglish. The Spanish words will catch the Mexican ELLs’ attention and encourage them to shareabout their culture. The pictures are inviting and can lead to discussions about shapes in oursurroundings. Thong mentions that “sandia” (watermelon) is a triangle and “ventanas” (windows)are squares. After introducing these objects, Thong asks the reader to find more shapes in the colorfulpictures. Teachers can ask the students to compare the properties of the various shapes. If teacherswant, they can teach the Spanish vocabulary words to the whole class. Many of the geometrywords are cognates and are similar in English and Spanish (Circle/cı´rculo, triangle/tria´ngulo,and rectangle/recta´ngulo). Reading this picture book to students with similar backgrounds maymotivate them to learn their shapes.4.2 ¡Hola! Jalapen˜o by AmyWilson Sanger¡Hola! Jalapen˜o is a book about Mexican food that preschoolers would enjoy, but I have read thisto students of all ages. Sanger brings the food to life as she describes how the “frijoles negros”dance and the tamales have hidden presents. The last two pages offer teachers help in pronouncingSpanish words, but the savvy teacher might ask the Spanish-speaking students in the class forhelp. After reading this short board book, teachers can instruct a lesson on number sense. In theearly grades, students can compare the number of “frijoles negros” in two bowls. If the goal ismultiplication, teachers can ask questions such as, “How many olives would there be if there arethree in each tostada and there are six tostadas?” Teachers might ask their students how manytamales they would need so that each student may eat two. Students can also come up with numbersense problems of their own.4.3 The Night of Las Posadas by Tomie DePaolaA famous author, Tomie DePaola, writes this book for ages 4 to 8. It takes place in New Mexicoand is a colorful account of Hispanics who are still celebrating their Christmas traditions in theUnited States. The book describes the tradition of a town play with Mary and Joseph looking for aplace to stay in a “posada” (inn). When the actors, Lupe and Roberto, get caught in a snowstorm, amiracle takes place so the play can continue. Since this book is longer than the other books reviewed,teachers may choose to read part of the book to the students before leading a discussion on howstudents celebrate holidays. Teachers can apply the story to many topics, including measurement.For example, in this book it is mentioned that Sister Angie makes costumes for Maria and Jose.Teachers could ask students to decide how much material Sister Angie will need for the twocostumes. Other measurement tasks could involve Jose’s staff or the distance that the actors walkedin the procession.4.4 Look What Came from Mexico by Miles HarveyHarvey offers a non-fiction book that includes many aspects of life in Mexico, such as traditions,clothing, and a recipe for guacamole. It is written for seven to ten year olds–each theme is fullof colorful photographs and key words are highlighted. Teachers may lead a discussion on lifein Mexico, which can segue to lessons on financial literacy. Students can be asked how manypesos they would need to buy the items habaneros (chili peppers), rebozos (shawls), and vihuelas(mariachi instruments). For the older grades, students can calculate the potential cost and profitof making and selling yucca baskets. This book is written in stand-alone chapters, which remainshort; thus the invitation to ELLs is brief yet inviting as the conversation eases into the world ofmathematics.Page 54 Ohio Journal of School Mathematics 785 ConclusionTo meet the needs of ELLs, lessons need to be culturally relevant and develop students’ English.Teachers need to know the culture and the lives of their ELLs so that they may design lesson plansthat will engage them. Culturally relevant mathematics texts (e.g., picture books) are useful forenhancing lesson plans for ELLs. Using literature in mathematics lessons sends the message toELLs’ that their language and culture are valued. Lastly, literature-infused lessons are typicallyappropriate for non-ELLs and encourages them to learn about another language and culture whilelearning mathematics.To see examples of other book suggestions appropriate for Mexican ELLs and the integrationof mathematics content, please go to ewinglearning.com.ReferencesBorgioli, G. M. (2008). Equity for English language learners in mathematics classrooms. TeachingChildren Mathematics, 15(3), 185–191.Bresser, R., Melanese, K., & Sphar, C. (2009). Supporting English language learners in math class: Grades3-5. Sausalito, CA: Math Solutions Publications.DePaola, T. (1999). The night of las posadas. Putnam Publishing Group.Ebe, A. (2010). Culturally relevant texts and reading assessment for English language learners.Reading Horizons, 50(3), 193–210.Ewing, J. (2016). Pre-service elementary teachers learning to facilitate students’ engagement of the commoncore state standards’ mathematical practices: balancing attention to English language learners, to alllearners, and to one’s own mathematical learning (Unpublished doctoral dissertation). Syracuse,New York.Ewing, J. (2017). Facilitating pre-service teachers to learn the Mathematical Practices and engageEnglish language learners. The Journal of Multicultural Affairs, 2(1), 1–5.Gay, G. (2009). Preparing culturally responsive mathematics teachers. In B. Greer, S. Mukhopadhyay,A. B. Powell, & S. Nelson-Barber (Eds.), Culturally responsive mathematics education (pp. 189–205).New York: Routledge.Harper, C., & de Jong, E. (2004). Misconceptions about teaching English-language learners. Journalof Adolescent & Adult Literacy, 48(2), 152–162.Harvey, M. (1999). Look What Came From Mexico. Danbury, CT: Childrens Press, 1999.Kersaint, G., Thompson, D. R., & Petkova, M. (2009). Teaching mathematics to English language learners.New York: Routledge.Leonard, J., & Guha, S. (2002). Creating cultural relevance in teaching and learning mathematics.Teaching Children Mathematics, 9(2), 114–118.Lucas, T. (2011). Language, schooling, and the preparation of teachers for linguistic diversity. In T.Lucas (Ed.), Teacher preparation for linguistically diverse classrooms: A resource for teacher educators(pp. 3–17). New York: Routledge.Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice.Wakefield, MA: CAST Professional Publishing.Ohio Journal of School Mathematics 78 Page 55Sanger, A. W. (2002). ¡Hola! Jalapen˜o. New York, NY: Alfred Knopf.Shioshita, J. (1997). Beyond good intentions: Selecting multicultural literature. Children’s Advocate (anewsletter published by Action Alliance for Children). Retrieved from www.4children.org/news/9-97mlit.htm.Thong, R. (2013). Round is a tortilla : a book of shapes. San Francisco: Chronicle Books,Turner, E., Celedon-Pattichis, S., Marshall, M., & Tennison, A. (2009). “Fijense amorcitos, les voya contar una historia”: The power of story to support solving and discussing mathematicalproblems with Latino/a kindergarten students. In D. Y. White & J. S. Spitzer (Eds), Mathematicsfor every student: Responding to diversity, grades preK-5 (pp. 23–41). Reston, VA: National Councilof Teachers of Mathematics.Jim Ewing, ewingjs@sfasu.edu, is an elementary education professorat Stephen F. Austin State University with a specialization in mathemat-ics and English language learners. As a result of living in Spain for 24years, Dr. Ewing is bilingual. During his elementary mathematics edu-cation course, Dr. Ewing’s preservice teachers tutor emergent bilingualsand students of poverty. Dr. Ewing is trained by Eric Jensen to givemotivating workshops for teachers.Page 56 Ohio Journal of School Mathematics 78

Considering ELLs When Planning Lessons

Teachers typically prepare lesson plans for non-ELLs and then attempt to “retrofit” lesson plans for ELLs. This article offers suggestions for planning mathematics lessons that meet ELLs’ needs

SFA ScholarWorks

Stephen F. Austin State University SFA ScholarWorks Faculty Publications Elementary Education 2018 Considering ELLs When Planning Lessons Jim Ewing Stephen F Austin State University, ewingjs@sfasu.edu Follow this and additional works at: https://scholarworks.sfasu.edu/elementaryed_facultypubs  Part of the Educational Methods Commons, Elementary Education Commons, and the Science and Mathematics Education Commons Tell us how this article helped you. Repository Citation Ewing, Jim, "Considering ELLs When Planning Lessons" (2018). Faculty Publications. 25. https://scholarworks.sfasu.edu/elementaryed_facultypubs/25 This Article is brought to you for free and open access by the Elementary Education at SFA ScholarWorks. It has been accepted for inclusion in Faculty Publications by an authorized administrator of SFA ScholarWorks. For more information, please contact cdsscholarworks@sfasu.edu. Considering ELLs WhenPlanning LessonsJim Ewing, Stephen F. Austin State UniversityAbstract: Teachers typically prepare lesson plans for non-ELLs and then attempt to “retrofit” lesson plansfor ELLs. This article offers suggestions for planning mathematics lessons that meet ELLs’ needs.Keywords: Culturally relevant pedagogy, literature, English language learners1 IntroductionDespite the burgeoning population of English language learners (ELLs), mainstream teachers donot feel prepared to meet their needs (Lucas, 2011). There is a myth that mathematics is easy forELLs because it is a universal language, but the mathematics used today involves more languagethan the traditional approaches used in the past (Ewing, 2017). There is more emphasis on wordproblems and on justifying answers (Ewing, 2016). Whereas teachers need training in many areason how to meet ELLs’ needs, the focus of this article is to offer guidance to mainstream elementaryteachers for planning lessons for ELLs in mathematics.Harper and de Jong (2004) note that teachers tend to treat ELLs the same as non-ELLs ratherthan capitalizing on their language and cultural strengths. Typically teachers prepare lessons fornon-ELLs and later attempt to “retrofit” their plans to meet the needs of ELLs (Meyer, Rose &Gordon, 2014). Teachers might find it helpful to consider reversing the order on occasion—to planfor ELLs and then adapt the lessons, as necessary, to meet the needs of non-ELLs.2 Cultural ResponsivenessOften when lesson plans are retrofitted, they are not culturally responsive. This is unfortunate,since culturally responsive lessons help diverse students learn content in greater depth (Gay, 2009).Culturally responsive teaching involves more than simply replacing names used in textbook wordproblems (Kersaint, Thompson & Petkova, 2009). For example, if there is a word problem aboutMary going to the mall and buying dresses, merely changing the name to Maria is unlikely toprovide an adequate hook to interest Mexican ELLs. Teachers need to learn what ELLs are interestedin so they can tie mathematics to the lives of their students in meaningful ways. For instance, astudent from Monterrey, Mexico, will likely be more motivated to answer a mathematics problemabout “arrachera” (a typical beef dish from that region). When teachers make the mathematicsrelevant to all students’ lives, ELLs will be more likely to participate in discussions (Leonard &Guha, 2002). Bresser, Melanese, and Sphar (2008) add that when teachers learn a few words of theELLs’ heritage vocabulary and use these words in their instruction, ELLs are encouraged to valuetheir own language.Page 52 Ohio Journal of School Mathematics 783 Teaching English in the Mathematics ClassroomMainstream teachers need to help ESL teachers develop ELLs’ English in all subjects, includingmathematics. As ELLs become more proficient in English, they solve word problems more effec-tively, develop stronger mathematical arguments, and are better equipped to critique argumentsof their peers (Ewing, 2016). When writing mathematics objectives for lesson plans, languageobjectives should be included (Borgioli, 2008). Kersaint et al. (2009) recommend developing Englishproficiency in students through mathematical conversation rather than lecture. ELLs are more likelyto share if teachers develop a safe environment for students where mistakes are considered learningopportunities (Kersaint et al., 2009)—a classroom where conversation and listening are valued helpsupport the development of such an environment.While questions for ELLs will vary depending on student proficiency, ELLs of all ages shouldbe asked probing questions to further develop their English skills and strengthen their mathematicalthinking. For the ELLs at lower levels of language proficiency, questions that require one-wordanswers are often appropriate (e.g.,“What color comes next?”). ELLs with more advanced Englishproficiency should be asked to justify their answers. By asking questions that challenge ELLs math-ematically and linguistically, teachers can develop mathematical concepts and English proficiency(Ewing, 2016).4 Adding Literature to Lesson Plans for ELLsEngaging students with mathematics-oriented literature (e.g., picture books) provides teacherswith a method for enhancing cultural responsiveness while strengthening ELLs’ proficiency withEnglish. Turner et al. (2009) report how storytelling and reading books motivated two classes ofSpanish-speaking kindergartners to solve challenging word problems. For example, after a teacherread a book about bees, one student noticed that the beehive was the same shape as the hexagonalblocks they used during their mathematics instructional time. The teacher also told a story aboutgoing shopping at a local market familiar to most of the students. She asked how many orangesthere would be if she had six and her son added six more. Throughout the year, the teacher usedstories such as these as a framework to facilitate learning for her kindergartners. The students inthe study became more confident and competent as a result of culturally relevant instruction.Similarly, we can choose culturally relevant books to read to students to complement our mathemat-ics instruction. Note that such an approach should be undertaken with care. For instance, we can’tassume that all ELLs have the same experience as characters in children’s books (Ebe, 2010). ELLsmay be uncomfortable with what they perceive to be errors or stereotypes. Shioshita (1997) proposeschoosing books that are recently published and portray characters in a positive light. To avoidstereotypes, she recommends avoiding books that make sweeping statements about any culture.In light of Turner et al.’s (2009) and Shoshita’s (1997) research, the following four books featuringMexican ELLs, the biggest group of ELLs in the United States, provide examples of how teachersmay begin with ELLs in mind through short, relatable stories. Teachers can extend these storiesto their own context and the content they teach. When teachers read these books at the beginningof mathematics classes, for example, opportunities to engage in culturally relevant discussions ofcontent are enhanced (Kersaint et al. (2009). While the stories below are short, they have the powerto lower the ELLs’ affective filter, inviting them to join in a risk-free setting that encourages them tomaster content and language. For ELLs who have the daily challenge of learning a new language inaddition to content, use of books such as these encourage students to persevere and be successful.Ohio Journal of School Mathematics 78 Page 534.1 Round is a Tortilla by Roseanne ThongThis rhyming read aloud-content book for four to seven year-olds intertwines Spanish and Englishvocabulary words. There are only a few words in Spanish, and the mathematical terms are inEnglish. The Spanish words will catch the Mexican ELLs’ attention and encourage them to shareabout their culture. The pictures are inviting and can lead to discussions about shapes in oursurroundings. Thong mentions that “sandia” (watermelon) is a triangle and “ventanas” (windows)are squares. After introducing these objects, Thong asks the reader to find more shapes in the colorfulpictures. Teachers can ask the students to compare the properties of the various shapes. If teacherswant, they can teach the Spanish vocabulary words to the whole class. Many of the geometrywords are cognates and are similar in English and Spanish (Circle/cı´rculo, triangle/tria´ngulo,and rectangle/recta´ngulo). Reading this picture book to students with similar backgrounds maymotivate them to learn their shapes.4.2 ¡Hola! Jalapen˜o by AmyWilson Sanger¡Hola! Jalapen˜o is a book about Mexican food that preschoolers would enjoy, but I have read thisto students of all ages. Sanger brings the food to life as she describes how the “frijoles negros”dance and the tamales have hidden presents. The last two pages offer teachers help in pronouncingSpanish words, but the savvy teacher might ask the Spanish-speaking students in the class forhelp. After reading this short board book, teachers can instruct a lesson on number sense. In theearly grades, students can compare the number of “frijoles negros” in two bowls. If the goal ismultiplication, teachers can ask questions such as, “How many olives would there be if there arethree in each tostada and there are six tostadas?” Teachers might ask their students how manytamales they would need so that each student may eat two. Students can also come up with numbersense problems of their own.4.3 The Night of Las Posadas by Tomie DePaolaA famous author, Tomie DePaola, writes this book for ages 4 to 8. It takes place in New Mexicoand is a colorful account of Hispanics who are still celebrating their Christmas traditions in theUnited States. The book describes the tradition of a town play with Mary and Joseph looking for aplace to stay in a “posada” (inn). When the actors, Lupe and Roberto, get caught in a snowstorm, amiracle takes place so the play can continue. Since this book is longer than the other books reviewed,teachers may choose to read part of the book to the students before leading a discussion on howstudents celebrate holidays. Teachers can apply the story to many topics, including measurement.For example, in this book it is mentioned that Sister Angie makes costumes for Maria and Jose.Teachers could ask students to decide how much material Sister Angie will need for the twocostumes. Other measurement tasks could involve Jose’s staff or the distance that the actors walkedin the procession.4.4 Look What Came from Mexico by Miles HarveyHarvey offers a non-fiction book that includes many aspects of life in Mexico, such as traditions,clothing, and a recipe for guacamole. It is written for seven to ten year olds–each theme is fullof colorful photographs and key words are highlighted. Teachers may lead a discussion on lifein Mexico, which can segue to lessons on financial literacy. Students can be asked how manypesos they would need to buy the items habaneros (chili peppers), rebozos (shawls), and vihuelas(mariachi instruments). For the older grades, students can calculate the potential cost and profitof making and selling yucca baskets. This book is written in stand-alone chapters, which remainshort; thus the invitation to ELLs is brief yet inviting as the conversation eases into the world ofmathematics.Page 54 Ohio Journal of School Mathematics 785 ConclusionTo meet the needs of ELLs, lessons need to be culturally relevant and develop students’ English.Teachers need to know the culture and the lives of their ELLs so that they may design lesson plansthat will engage them. Culturally relevant mathematics texts (e.g., picture books) are useful forenhancing lesson plans for ELLs. Using literature in mathematics lessons sends the message toELLs’ that their language and culture are valued. Lastly, literature-infused lessons are typicallyappropriate for non-ELLs and encourages them to learn about another language and culture whilelearning mathematics.To see examples of other book suggestions appropriate for Mexican ELLs and the integrationof mathematics content, please go to ewinglearning.com.ReferencesBorgioli, G. M. (2008). Equity for English language learners in mathematics classrooms. TeachingChildren Mathematics, 15(3), 185–191.Bresser, R., Melanese, K., & Sphar, C. (2009). Supporting English language learners in math class: Grades3-5. Sausalito, CA: Math Solutions Publications.DePaola, T. (1999). The night of las posadas. Putnam Publishing Group.Ebe, A. (2010). Culturally relevant texts and reading assessment for English language learners.Reading Horizons, 50(3), 193–210.Ewing, J. (2016). Pre-service elementary teachers learning to facilitate students’ engagement of the commoncore state standards’ mathematical practices: balancing attention to English language learners, to alllearners, and to one’s own mathematical learning (Unpublished doctoral dissertation). Syracuse,New York.Ewing, J. (2017). Facilitating pre-service teachers to learn the Mathematical Practices and engageEnglish language learners. The Journal of Multicultural Affairs, 2(1), 1–5.Gay, G. (2009). Preparing culturally responsive mathematics teachers. In B. Greer, S. Mukhopadhyay,A. B. Powell, & S. Nelson-Barber (Eds.), Culturally responsive mathematics education (pp. 189–205).New York: Routledge.Harper, C., & de Jong, E. (2004). Misconceptions about teaching English-language learners. Journalof Adolescent & Adult Literacy, 48(2), 152–162.Harvey, M. (1999). Look What Came From Mexico. Danbury, CT: Childrens Press, 1999.Kersaint, G., Thompson, D. R., & Petkova, M. (2009). Teaching mathematics to English language learners.New York: Routledge.Leonard, J., & Guha, S. (2002). Creating cultural relevance in teaching and learning mathematics.Teaching Children Mathematics, 9(2), 114–118.Lucas, T. (2011). Language, schooling, and the preparation of teachers for linguistic diversity. In T.Lucas (Ed.), Teacher preparation for linguistically diverse classrooms: A resource for teacher educators(pp. 3–17). New York: Routledge.Meyer, A., Rose, D. H., & Gordon, D. (2014). Universal design for learning: Theory and practice.Wakefield, MA: CAST Professional Publishing.Ohio Journal of School Mathematics 78 Page 55Sanger, A. W. (2002). ¡Hola! Jalapen˜o. New York, NY: Alfred Knopf.Shioshita, J. (1997). Beyond good intentions: Selecting multicultural literature. Children’s Advocate (anewsletter published by Action Alliance for Children). Retrieved from www.4children.org/news/9-97mlit.htm.Thong, R. (2013). Round is a tortilla : a book of shapes. San Francisco: Chronicle Books,Turner, E., Celedon-Pattichis, S., Marshall, M., & Tennison, A. (2009). “Fijense amorcitos, les voya contar una historia”: The power of story to support solving and discussing mathematicalproblems with Latino/a kindergarten students. In D. Y. White & J. S. Spitzer (Eds), Mathematicsfor every student: Responding to diversity, grades preK-5 (pp. 23–41). Reston, VA: National Councilof Teachers of Mathematics.Jim Ewing, ewingjs@sfasu.edu, is an elementary education professorat Stephen F. Austin State University with a specialization in mathemat-ics and English language learners. As a result of living in Spain for 24years, Dr. Ewing is bilingual. During his elementary mathematics edu-cation course, Dr. Ewing’s preservice teachers tutor emergent bilingualsand students of poverty. Dr. Ewing is trained by Eric Jensen to givemotivating workshops for teachers.Page 56 Ohio Journal of School Mathematics 78

English

https://scholarworks.sfasu.edu/cgi/viewcontent.cgi?article=1024&amp;context=elementaryed_facultypubs

Considering ELLs When Planning Lessons

Abstract

Similar works

Full text

Available Versions

OSU Libraries Digital Journal Publishing (Ohio State University)

SFA ScholarWorks