Novice Teacher Supports the Mathematics Learning of English Language Learners in Any Language

Authors

  • Meghan Miller Cory Elementary School---Denver, Colorado
  • Aidong "Linda" Zhang Louisiana State University--Shreveport
  • Iris DeLoach Johnson Louisiana State University--Shreveport (retired)
  • Dr. Jianan ”Gianna” Yang Xi’an Medical University

Keywords:

ELL, anchor chart, sentence frames, manipulatives, technology

Abstract

A novice teacher reflects on her first class of ELLs who spoke many native languages and shares her journey to improve. Three bang-for-the-buck strategies are shared. Support for her actions is provided through connections to the literature. Readers are encouraged to bravely move forward to use trial-and-error as they attempt to implement what they are learning from the many available resources which include anchor charts, sentence frames, manipulatives, and technology.

Author Biographies

Meghan Miller, Cory Elementary School---Denver, Colorado

Meghan Miller (meghan_miller@dpsk12.net) is a fourth and fifth grade literacy teacher at Cory Elementary School in Denver, Colorado. She has 15 years of teaching experience, working with upper elementary and middle school students in the Washington, D.C., area for 11 of those years. In her spare time, Ms. Miller loves spending time with friends and family, riding horses, and volunteering.

Aidong "Linda" Zhang, Louisiana State University--Shreveport

Aidong "Linda" Zhang (aidong.zhang@lsus.edu) is an Assistant Professor in the College of Education & Human Development at Louisiana State University Shreveport (LSUS). Dr. Zhang holds the Kelly Kemp Graves Endowed Professorship, an initiative of the Louisiana Board of Regents. She teaches a variety of undergraduate and graduate courses in the LSUS teacher education programs. Dr. Zhang cherishes and values working with students from diverse cultural and socio-economic backgrounds. In her free time, she loves reading books and spending time with her family.

Iris DeLoach Johnson, Louisiana State University--Shreveport (retired)

Iris Deloach Johnson (johnsoide@gmail.com) is Professor Emeritus of Mathematics at Louisiana State University–Shreveport. Among her many professional accomplishments, Dr. Johnson taught middle school mathematics for 3 years in Dallas, Texas, and high school mathematics and computer programming for 6 years in Caddo Parish Schools in Shreveport. Iris taught undergraduate mathematics and computer science at LSU-Shreveport for 9 years and mathematics and mathematics education courses at Miami University for 21 years.

Dr. Jianan ”Gianna” Yang, Xi’an Medical University

Jianan “Gianna” Yang (yangjianan@xiyi.edu.cn) is an Assistant Professor who teaches English at the Xi’an Medical University in Shaanxi, China. She is an experienced graduate research assistant who also taught ELLs as first arrivals in the USA as students in Louisiana State University Shreveport (LSUS). She obtained her M.A. in TESOL from Oklahoma City University (2014) and Ed.D. degree in Leadership Studies from LSUS (2020).

References

Celedón-Pattichis, S., & Ramirez, N. G. (Eds.) (2020). Beyond good teaching: Advancing mathematics education for ELLs. Reston, VA: National Council of Teachers of Mathematics.

Colombo, M., McMakin, D, Jacobs, C., & Shestok, C. (2013). Hopefulness for teachers of ELLs in the era of NCLB. Multicultural Perspectives, 15(2), 81-87.

Dong, Y. R. (2019). Teaching English language learners in secondary subject matter classes (2nd ed.). Charlotte, NC: Information Age Publishing.

Hill, J. D., & Miller, K. B. (2013). Classroom instruction that works with English language learners (2 nd ed.). Denver, CO: Mid-continent Research for Education and Learning (McREL).

Lucas, T., & Villegas, A. M. (2010). The missing piece in teacher education: The preparation of linguistically responsive teachers. Yearbook of the National Society for the Study of Education (NSSE), 109(2), 297-318.

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National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school Mathematics.

National Council of Teachers of Mathematics (NCTM). (2022). Transforming practices and policies so multilingual learners thrive in mathematics. NCTM Position Statement. Reston, VA: National Council of Teachers of Mathematics.

Ramirez, N., & Celedón-Pattichis, S. (2012). Understanding second language development and implications for the mathematics classroom. In S. Celedón-Pattichis & N. Ramirez (Eds.), (pp. 19-37). Reston, VA: National Council of Teachers of Mathematics.

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Ruiz Soto, A.G., Hooker, S., & Batalova, J. (2015). Top language spoken by English language learners nationally and by state. Washington, DC: Migration Policy Institute.

Salingay, N. R. R., & Tan, D. A. (2018). Concrete-pictorial-abstract approach on students’ attitude and performance in mathematics. International Jounral of Scientific & Technology Research, 7(5), 90-111.

Virginia Department of Education. (2016). Mathematics standards of learning curriculum framework 2016: Grade 5. Richmond, VA: Commonwealth of Virginia.

Vlach, S., & Burcie, J. (2010). Narratives of the struggling reader. Reading Teacher, 63(6), 522-525.

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Published

2023-02-20

How to Cite

Miller, M., Zhang, A. "Linda", DeLoach Johnson, I., & Yang, J. "Gianna". (2023). Novice Teacher Supports the Mathematics Learning of English Language Learners in Any Language. hio ournal of chool athematics, 93(1), 14–20. etrieved from http://voyager.janeway.systems:9999/index.php/OJSM/article/view/9352

Issue

Vol. 93: Spring 2023

Section

Articles

License

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