English As A Second Language Education Essay examples -- Educational M

English As A Second Language Education When the English as a second speech learner (ESL) or the English language learner (ELL) students have achieved English proficiency, it helps students to develop their understanding of mathematics. Students then effectively use mathematical tools, charts, patterns and other strategies, as well as their prior learning experiences to make connections to solve related problems. The majority are able to transfer their manipulative exploration to solving problems with pencil and paper. Students use nine-fold solutions and strategies when they solve problems. They express their mathematical thinking through drawing, writing, and speaking. Students socialize their intelligence through playing games and taking part in opportunities for team or agree work, when they explain their thinking. Upper grade students often find it difficult to discuss or write in mathematical terms, even after they have been attached multiple opportunities to investigate .In order to make schematic connections, management must be meaningful (in a language students can understand) and relevant (relating to students prior knowledge). important contains native language or sheltered English. Relevant contains culturally and/or experientially familiar. English language development that is integrated with developing knowledge about, for example, American schooling life and procedures, is usually a more effective way of proceeding than simply focusing on English language (Duff, 2001). The activities, tasks, and problems that students encounter should be genial to students with a wide range of knowledge and skills. That is, students with diverse backgrounds should be able to understand what is required, make meaningful ... ...erse Students.http//www.sofweb.vic.edu.au/lem/esl/evce.html.Lass, M. J. (1988). Suggestions from research for improving mathematics instruction forbilinguals. School Science and Mathematics, 88, 480-486.McKeon, Denise & Samway, Kat harine. (1999). Myths and Realities Best practice forlanguage minority students. Heinemann.Perkins, Cathy. Equity in mathematics assessment for English as a second languagestudents. The University of Georgia. Summer 1995.http//jwilson.coe.uga.edu/EMT705/EMT705.Perkins.html.Raborn, Diane. Bilingual Education Journal. Mathematics for students with learning disabilities from language-minority backgrounds recommendations for teaching. NY, V10, pp. 25-33. Summer 1995.Seceda,Walter G. Teaching mathematics for understanding to bilingual students.http//www.ncela.gwu.edu/pathways/immigration/mathematics.htm.