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The Importance of ELL Strategies - Immersion (Moises in Math Class)

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Math.Practice.MP2

Common core State Standards

Math: Math

Practice: Mathematical Practice Standards

MP2: Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability todecontextualize--to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability tocontextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

Download Common Core State Standards (PDF 1.2 MB)

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Math.HSF-IF.C.9

Common core State Standards

Math: Math

HSF-IF: High School: Functions: Interpreting Functions

C: Analyze functions using different representations

9:
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. What are the benefits of allowing newcomer students to use their home language during math class?

2. How does Ms. Segura scaffold the instruction throughout the lesson?

3. What does Ms. Segura learn about the language demands of this lesson, and how does she use that knowledge to alter her instruction for the next class?

Teachers

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Supporting Language & Content Learning in Math

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Students in Patricia Segura's high school class use their home language of Spanish to work through collaborative math tasks. Since most of the students in the class are newcomers, students struggle with a math task that involves reading story cards in English.

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Learn about TESOL's PK-12 Teacher Education Program Standards and the associated CAEP (Commission for the Accreditation of Educator Preparation) Standards:

The 6 Principles Quick Overview:

Chapter 2. What Teachers Should Know about English Language Development to Plan Instruction

Video on the Three-Part Challenge:

TESOL Pre-K-12 English Language Proficiency Standards:

View the framework for the standards HERE and learn more about TESOL's PreK-12 standards HERE.

Video on Proficiency in a New Language:

The Types of Words to Learn:

Video on Translanguaging:

Chapter 3. The 6 Principles for Exemplary Teaching of English Learners

The following links are resources mentioned in Chapter 3 that can help with implementing the 6 Principles in the classroom.

Chapter 4. Additional Roles for Teachers of English Learners

The following links are resources mentioned in the chapter that can help teachers incorporate the 6 Principles in their roles outside the classroom.

This Colorín Colorado guide gives educators strategies and resources for supporting immigrant English learners and their families.

Chapter 5. Establishing a Culture of Shared Responsibility

The following links are resources mentioned in Chapter 5.

School Principals and Assistant Principals

How You Can Help to Fulfill Principle 1: Know Your Learners

How You Can Help Your School to Fulfill Principle 2: Create Conditions for Learning

Best Practices in Working with Translators and Interpreters

How You Can Help Your School to Fulfill Principle 5: Monitor and Assess Student Language Development

District Curriculum Directors

How You Can Help Your District to Fulfill Principle 1: Know Your Learners

How You Can Help Your District to Fulfill Principle 3: Design High Quality Lessons for Language Development

Special Education Directors and Gifted and Talented Program Directors

How You Can Help Your District to Fulfill Principle 1: Know Your Learners

How You Can Help Your District to Fulfill Principle 5: Monitor and Assess Student Language Development

Reading Specialists or Instructional Coaches How You Can Help Your District or School Fulfill

How You Can Help Your District or School Fulfill Principle 2: Create Conditions for Learning

How You Can Help Your District or School Fulfill Principle 3: Design High Quality Lessons for Language Development

How You Can Help Your District or School Fulfill Principle 4: Adapt Lesson Delivery as Needed to Topic or Learner

How You Can Help Your District or School Fulfill Principle 6: Engage and Collaborate Within a Community of Practice

Librarians and Media Specialists

How You Can Help Your District or School Fulfill Principle 1: Know Your Learners

Guidance Counselors, Social Workers, and School Psychologists School Principals and Assistant Principals

How You Can Help Your District or School Fulfill Principle 1: Know Your Learners

Resources to Support Undocumented Families and DACA Youth

FREE Session Recording: The 6 Principles in Action Presenters: Deborah Short; Helene Becker; Andrea Hellman; Nancy Cloud; Linda New Levine
Recorded at the TESOL 2018 International Convention & English Language Expo in Chicago, Illinois, USA.
View More Resources on the Products & In The News pages.

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The 6 Principles: Grades K-12 - Online Resource Page | TESOL | The 6 Principles

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Learn about TESOL's PK-12 Teacher Education Program Standards and the associated CAEP (Commission for the Accreditation of Educator Preparation) Standards: The 6 Principles Quick Overview: Chapter 2. What Teachers Should Know about English Language Development to Plan Instruction Video on the Three-Part Challenge: TESOL Pre-K-12 English Language Proficiency Standards: View the framework for the standards HERE and learn more about TESOL's PreK-12 standards HERE.

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The acronyms BICS and CALP refer to the length of time required by immigrant children to develop conversational skills in the target language and grade appropriate academic proficiency in that language. Understanding the difference between social language and academic language acquisition is an important concept for teachers working with non-native students. Learn more in our academic language resource section.
BICS = social language
Basic Interpersonal Communication Skills (BICS) refer to linguistic skills needed in everyday, social face-to-face interactions. For instance, the language used in the playground, on the phone, or to interact socially with other people is part of BICS. The language used in these social interactions is context embedded. That is, it is meaningful, cognitively undemanding, and non-specialized. It takes the learner from six months to two years to develop BICS.
CALP = academic language
Cognitive Academic Language Proficiency (CALP) focuses on proficiency in academic language or language used in the classroom in the various content areas. Academic language is characterized by being abstract, context reduced, and specialized. In addition to acquiring the language, learners need to develop skills such as comparing, classifying, synthesizing, evaluating, and inferring when developing academic competence. It takes learners at least five years to develop CALP. Research from Collier and Thomas (1995) has shown that it may take children with no prior instruction or no support in native language development at least seven years to develop CALP.

The distinction between BICS and CALP was made by Professor Jim Cummins.

Learn more in Explaining BICS and CALP from EverythingESL.

Video: BICS and CALP

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The acronyms BICS and CALP refer to the length of time required by immigrant children to develop conversational skills in the target language and grade appropriate academic proficiency in that language. Understanding the difference between social language and academic language acquisition is an important concept for teachers working with non-native students.