5 Strategies for Discourse Scaffolding ELLs

Autor/inn/en	Banse, Holland W.; Palacios, Natalia A.; Merritt, Eileen G.; Rimm-Kaufman, Sara E.
Titel	5 Strategies for Discourse Scaffolding ELLs
Quelle	In: Teaching Children Mathematics, 23 (2016) 2, S.100-108 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-5836
Schlagwörter	Leitfaden; Unterricht; Lehrer; Mathematics Instruction; Scaffolding (Teaching Technique); English Language Learners; Teaching Methods; Language Proficiency; Language Usage; Barriers; Questioning Techniques; Vocabulary; Grade 4; Grade 5; Observation + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Language skill; Language skills; Sprachkompetenz; Sprachgebrauch; Befragungstechnik; Fragetechnik; Wortschatz; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Beobachtung
Abstract	Facilitating productive discussions in the mathematics classroom is a challenge for many teachers. Discourse--student communication of mathematical ideas with teachers and peers--provides a platform on which students share their understanding, clarify misperceptions, and evaluate ideas. If students are unable to access and participate in discourse, their opportunities to learn mathematics may be diminished. The Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010), as well as the National Council of Teachers of Mathematics (NCTM's) (2000) Process Standards describe discourse as crucial to students' mathematical development. One potential barrier to accessing discourse is students' English language proficiency. Discourse can be difficult to implement, especially in classrooms with students who are learning English in addition to mathematics. Teachers need concrete suggestions for effective practices that can help them facilitate discourse in classrooms with English language learners (ELLs), so that discourse can advance ELLs' mathematical development. This article presents suggested instructional strategies to support ELLs in both understanding and participating in mathematical discourse. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/teaching-children-mathematics/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01