Inquiry Question:
How can I use group work and class discussions to create a more inclusive classroom environment for English language learners that enables them to engage with the lessons?
Rationale:
The reason I chose this inquiry question is because of my experience apprentice teaching English language learners and my own beliefs about what makes learning math a challenge. Reflecting on my experience teaching geometry, I remember how I attempted to reach every student and offer them the help they needed to accomplish assignments and understand concepts. However, I was the least effective in reaching the English language learners. In the beginning of the semester I would offer them individual help, yet often I would realize that my explanations were unclear or that there were learning gaps I did not have the time or words to address. I felt powerless to help them and started to believe that the only times they could engage with the class was on the monthly visits from the ELL support math teacher. I had a strong desire to help them, but there was no easy or intuitive solution to this problem.
To compound this dilemma, I found through my studies of mathematics and experience teaching that learning the subject is heavily dependent upon the ability to speak the “language of mathematics”. There is a common misconception that math is a “universal language” and therefore should be the easiest to learn if a language barrier exists. However, math is so rich in language that even English-speaking students struggle to understand lessons if they have not yet mastered the necessary academic language. Everyday, my cooperating teacher and I would review vocabulary multiple times, being explicit about what we meant when we said words like “factor”, “square”, “supplementary” or “congruent”. To complicate matters, at every level of math there is a new set of language that builds upon the previous vocabulary.
The implication for English language learners is that they are expected to be simultaneously learning English and the language of mathematics. It is important for these students, their families, and their communities that they are able to successfully make it through their required math courses in order to graduate or go to college. However, success in a math class requires engagement with the material, evidenced by participation in class discussions or working productively with peers. When this fails to happen, the cycle of inequity is reproduced through the education system. Teachers are responsible for implementing practices that allow all students to engage with the class, including English language learners at all levels of proficiency. Teaching with straightforward, traditional lessons and expecting students to work alone does not seem like an effective way to teach English language learners. I want to figure out ways to use group work and class discussions to provide opportunities for them to participate and practice communicating about mathematics, with the hope of increased engagement.
To compound this dilemma, I found through my studies of mathematics and experience teaching that learning the subject is heavily dependent upon the ability to speak the “language of mathematics”. There is a common misconception that math is a “universal language” and therefore should be the easiest to learn if a language barrier exists. However, math is so rich in language that even English-speaking students struggle to understand lessons if they have not yet mastered the necessary academic language. Everyday, my cooperating teacher and I would review vocabulary multiple times, being explicit about what we meant when we said words like “factor”, “square”, “supplementary” or “congruent”. To complicate matters, at every level of math there is a new set of language that builds upon the previous vocabulary.
The implication for English language learners is that they are expected to be simultaneously learning English and the language of mathematics. It is important for these students, their families, and their communities that they are able to successfully make it through their required math courses in order to graduate or go to college. However, success in a math class requires engagement with the material, evidenced by participation in class discussions or working productively with peers. When this fails to happen, the cycle of inequity is reproduced through the education system. Teachers are responsible for implementing practices that allow all students to engage with the class, including English language learners at all levels of proficiency. Teaching with straightforward, traditional lessons and expecting students to work alone does not seem like an effective way to teach English language learners. I want to figure out ways to use group work and class discussions to provide opportunities for them to participate and practice communicating about mathematics, with the hope of increased engagement.