- Linguistically sensitive social environment

- Support for learning English while learning mathematics

- Mathematical tools and modeling as resources

- Cultural and linguistic differences as intellectual resources

 ◎ Develop and use models.

 ◎ Develop explanations.

 ◎ Engage in argumentation from evidence.

 ◎ Develop communicative scientific information.

◎ Prior to teaching a concept or theme, have students tell you what they believe.  This will allow the instructor to make informed instructional decisions.

◎ Use hands-on activities, using academic language and active thinking to make concepts more meaningful.

◎ By using discussions, pair-share, experiments, and a variety of resource materials, you will help develop academic language.

 

•Create own units if not adequately covered in textbooks.
Don’t make assumptions about what students already know about their own culture and history.

PS! Students’ own communities offer an excellent resource for learning about cultures other than their own.

• High-frequency, concrete vocabulary 

• Key words and key expressions for basic communication in academic and social contexts 

• Lack of ability to connect ideas and speak in sentences

• Some sentences and words based on recently practiced, memorized, or highly familiar material

• Frequent inaccuracies and communication “breakdown” when trying to convey information beyond linguistic level

• Overall: Little or no (functional) ability to speak English in academic and social settings

• Mostly short, simple sentences

• Basic vocabulary needed in everyday interactions

• Emerging awareness of basic grammar features 

• Ability to recombine learned words and phrases to “create” simple, original messages

• Speak best in present tense

• Overall: Ability to speak in a simple manner using commonly heard English

• Mostly short, simple sentences

• Basic vocabulary needed in everyday interactions

• Emerging awareness of basic grammar features 

• Ability to recombine learned words and phrases to “create” simple, original messages

• Speak best in present tense

• Overall: Ability to speak in a simple manner using commonly heard English

• Communicate effectively using abstract and content-based vocabulary

• Use many of the same idioms and colloquialisms as native English-speaking peers

• Use complex grammar structures and complex sentences to narrate and describe

• Minor (second language) linguistic errors

• Overall: Ability to speak using grade-appropriate English, with minimal second language acquisition 

• English speakers do not always speak in complete sentences

• Oral language is invisible unless transcribed

• Speaking is much more complicated

• Unwritten cultural norms that are elusive to ELLs

2. Oral Proficiency Tests                           (state-mandated).

3. Reading Proficiency Tests                    (state-mandated).