Teaching with Cognates

Autor/in	Gomez, Conrado L.
Titel	Teaching with Cognates
Quelle	In: Teaching Children Mathematics, 16 (2010) 8, S.470-474 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Second Language Learning; English (Second Language); Language of Instruction; Bilingual Students; Teaching Methods; State Legislation; Student Needs; Culturally Relevant Education; Cognitive Processes; Vocabulary; Spanish Speaking; Mathematics Instruction; Immersion Programs; Arizona; California + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Landesrecht; Cognitive process; Kognitiver Prozess; Wortschatz; Mathematics lessons; Mathematikunterricht; Immersionsprogramm; Kalifornien
Abstract	Using a student's native language, either as a medium of instruction or as a scaffolding technique, has been used effectively in many classrooms throughout the U.S. In the past, many schools provided native language instruction to meet the needs of English Language Learners (ELLs). However, with the advent of antibilingual education proposals such as Proposition 227 in California (1998) and Proposition 203 in Arizona (2000), using native languages to educate children has become less common. In its stead, Structured English Immersion (SEI) has become the default program. As a result, educators are left without the opportunity to use one of the most important tools to meet the educational needs of English learners: students' knowledge of and experiences in their native language. This article explores using cognates to transfer vocabulary from the primary language to English. Words in two languages that share meaning, spelling, and pronunciation, "cognates" are an obvious bridge to English for Spanish-speaking learners to access mathematical knowledge. Cognates promote comprehension for students whose native language has a Latin base, such as Spanish, French, Portuguese, and Italian. (Contains 2 figures and 3 tables.) (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10