Considering ELLs When Planning Lessons

Authors

  • Jim Ewing Stephen F. Austin State University

Abstract

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.

Author Biography

Jim Ewing, Stephen F. Austin State University

Dr. Jim Ewing is an elementary education professor at Stephen F. Austin State University with a specialization in mathematics and English language learners. As a result of living in Spain for 24 years, Dr. Ewing is bilingual. During his elementary mathematics education course, Dr. Ewing's preservice teachers tutor emergent bilinguals and students of poverty. Dr. Ewing is trained by Eric Jensen to give motivating workshops for teachers.

References

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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), 114-18.

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.

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Published

2018-03-02

How to Cite

Ewing, J. (2018). Considering ELLs When Planning Lessons. hio ournal of chool athematics, 78(1). etrieved from http://voyager.janeway.systems:9999/index.php/OJSM/article/view/6198

Issue

Vol. 78: Spring 2018

Section

Articles

License

By submitting this agreement, the author hereby grants to The Ohio State University, on behalf of its University Libraries