Nevin Spinosa

ADSUP 717
LITERATURE REVIEW
The English Language Learner in our Classrooms
In classrooms across America, teachers must be increasingly aware of the diverse
backgrounds of their students. Currently, about 14% of our student population in the
United States is bilingual. It is predicted that this will increase to 25% within the next 12
years (Hoffert, 2009). These students, with their very exclusive and specific needs, are the
most rapidly growing group in our schools and they are, overrepresented in the group of
students who struggle academically, (Chinn, Echevarria, Ratleff, & Richards-Tutor, 2011).
It has become clear that teachers must be much more equipped than before to differentiate
to these unique learners, while many, unfortunately, are not adequately trained in this
particular area (Hoffert, 2009).

Assimilating Into American Culture
When faced with English Language Learners who have just recently come to the
United States, a classroom teacher must be swiftly aware of the cultural differences that
may be drastically affecting the student. Although it may be taken for granted that math
can cross boundaries and is similar across different languages, native English-speaking
teachers may not recognize the changes in atmosphere that can drastically affect these
students. Granting students the permission to complete classroom tasks in their original
language can allow them to grasp mathematical concepts before tackling the challenge of a
new language simultaneously (Jao, 2012). Allowing students to work in cooperative
learning groups can similarly ease tension while building academic language through peer
conversations and exposure. Developing language arts skills in reading and writing while
Nevin Spinosa
ADSUP 717
having discussions in mathematics gives students opportunities to target the objectives
specified within the Teachers of English to Speakers of Other Languages (TESOL) (Jao,
2012).

Advanced ELLs
While language accommodations and cooperative learning groups should be
implemented for students very new to an English-speaking classroom, further
considerations must be made for students that have clearly adapted to American culture
and the English language. These students are communicating orally, developing
friendships, and seem comfortable in their current environment, yet they may still be
struggling with deeper comprehension levels when faced with reading and writing in
different content areas (Chinn, Echevarria, Ratleff, & Richards-Tutor, 2011). Focusing
solely on technical vocabulary associated with math is not enough, (Roberts, 2009). For
these students, tasks and test items should be translated into simplified language without
simplifying the mathematical concepts being addressed. Students respond more positively
towards these items and English Language Learners (ELLs) are more successful with
simpler wording, especially those who are at the lowest levels of English proficiency (Abedi
& Lord, 2001). In addition to the use of other strategies, reducing complexity of the
language used, without altering the mathematical concepts being addressed, can, make the
concepts more accessible and comprehensible, (Genzuk, 2011).
Other strategies can help limited English proficient learners in the mathematics
classroom as well (Short, Fidelman, & Louguit, 2012). Creating tasks and test items that
include various forms of representation that will assist students in digesting the
Nevin Spinosa
ADSUP 717
mathematical content is important. Illustrations can help students visualize the question
being asked. Graphs, charts, and tables can allow students to focus on important content
and deconstruct wordy problems (Jao, 2012). Providing, a word bank when asking
students to write, can be extremely powerful in guiding students to further develop their
use of academic language and content specific vocabulary. To further develop their writing
skills, a math journal can be used to communicate students thought processes while it also,
provides a portfolio of their language and mathematics improvement, (Hoffert, 2009).
This tool can be an excellent way for students to see their own progress and for teachers to
see where students have grown and how they can further develop.

Differentiation That Works
The Sheltered Instruction Observation Protocol (SIOP) is, an approach for teaching
content curriculum to students learning through a new language, that has been proven to
result in higher levels of student achievement. The eight components of the SIOP Model of
Instruction, are as follows: lesson preparation, building background, comprehensible
input, strategies, interaction, practice/application, lesson delivery, and review/assessment
(Chinn, Echevarria, Ratleff, & Richards-Tutor, 2011
A specific element of lesson preparation within the Sheltered Instruction approach,
is that teachers identify, language and content objectives, for the ELL students in their
classrooms to assist them in their development of the language while simultaneously
learning the necessary grade-appropriate content. Specifically in the mathematics
classroom, a math journal can be a tremendous resource for targeting language objectives
for particular students. The other techniques discovered in the literature, implementing
Nevin Spinosa
ADSUP 717
cooperative learning groups (the interaction component), simplifying language (the
comprehensible input component), and scaffolding through the use of multiple
representation forms (the strategies component), all fall under the successful umbrella of
the SIOP model (Chinn, Echevarria, Ratleff, & Richards-Tutor, 2011).
Many of these methods are naturally used in the English Language Arts classroom,
but should be frequently tied into lessons in the other content areas. Margaret Bouchard
(2005) points out that, since every teacher is ultimately a teacher of language whether it
is the language of biology, history, math, or art the content classroom provides numerous
opportunities for teachers to expand the language skills of all learners, including ELLs.
Infusing the teaching of language within all subject areas throughout the school day is vital
to the success of these students.
While teachers who have received professional development in the implementation
of Sheltered Instruction integrate more components of this acknowledged approach, and
therefore see more significant levels of student achievement on language proficiency
assessments (Short, Fidelman, & Louguit, 2012; Chinn, Echevarria, Ratleff, & Richards-
Tutor, 2011), the regular implementation of these researched strategies by teachers who
have not been formally trained can only result in positive gains for all students in the
classroom, especially those with limited English proficiency.





Nevin Spinosa
ADSUP 717
BIBLIOGRAPHY
Abedi, J. & Lord, C. (2001). The language factor in mathematics tests. Applied
Measurement in Education, 14(3), 219-234.

Bouchard, M. (2005). Comprehension strategies for English language learners. New York,
NY: Scholastic Inc.

Chinn, V. P., Echevarria, J., Ratleff, P.A. & Richards-Tutor, C. (2011). Did they get it? The role
of fidelity in teaching English learners. Journal of Adolescent & Adult Literacy, 54(6),
425-434.

Genzuk, M. (2011). Specially designed academic instruction in English (SDAIE) for language
minority students. Center for Multilingual, Multicultural Research Digital Paper
Series. Center for Multilingual, Multicultural Research, University of Southern
California. Retrieved from
http://www.usc.edu/dept/education/CMMR/DigitalPapers/SDAIE_Genzuk.pdf.

Hoffert, S. B. (2009). Mathematics: the universal language? Mathematics Teacher, 103(2),
130-139.

Jao, L. (2012). The multicultural mathematics classroom. Multicultural Education, 19(3),
2-10.

Roberts, S. A. (2009). Supporting English language learners development of mathematical
literacy. Democracy & Education, 18(3), 29-36.

Short, D. J., Fidelman, C. G., & Louguit, M. (2012). Developing academic language in English
language learners through sheltered instruction, TESOL Quarterly, 46(2), 334-361.