Intensive Intervention Practice Guide: Mathematics-Language Instruction for Emergent Bilingual Students with Mathematics Difficulty

Autor/inn/en	Lariviere, Danielle O.; Agrawal, Vishakha; Wang, Jiaxin Jessie
Institution	Office of Special Education Programs (OSEP) (ED/OSERS); National Center for Leadership in Intensive Intervention (NCLII)
Titel	Intensive Intervention Practice Guide: Mathematics-Language Instruction for Emergent Bilingual Students with Mathematics Difficulty
Quelle	(2022), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Bilingualism; Students with Disabilities; Intervention; Special Education; Consortia; Mathematics Skills; College Faculty; Guides; Faculty Development; Preservice Teacher Education; Inservice Teacher Education; Mathematics Instruction; Academic Language; Definitions; Second Language Learning; Second Language Instruction; English (Second Language); Vocabulary Development; Word Problems (Mathematics); Problem Solving; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Bilingualismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Vereinigung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Fakultät; Handbuch; Leitfaden; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Mathematics lessons; Mathematikunterricht; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Begriffsbestimmung; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Wortschatzarbeit; Textaufgabe; Problemlösen; Unterrichtserfolg
Abstract	The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral difficulties. By the end of the first year of their program, scholars in each cohort work in cross-institutional collaborative groups to create an Intensive Intervention Practice Guide. In each guide, scholars identify an approach to intensive intervention for a select population of students with disabilities, describe the existing evidence base behind it, and discuss the next steps in research needed to improve the understanding of designing and delivering the intervention. The "Intensive Intervention Practice Guides" are created for practitioners as well as faculty engaged in instructing pre- and in-service teachers. This practice guide considers mathematics language to include all terminology with mathematics-specific definitions, including those that also have alternative meanings. Given the complex language demands embedded in learning mathematics, it is essential to provide students with high-quality mathematics-language instruction. Emergent bilingual (EB) students, particularly those who exhibit mathematics difficulty (MD), may also benefit from tailored mathematics-language instruction. This practice guide focuses specifically on EB students with MD and outlines evidence and research gaps on mathematics-language instruction. This guide specifically describes how to support mathematics-language development in the context of word-problem solving. This practice guide can serve as an extension to Zagata et al.'s guide (ED619745) by offering additional insight into the specific needs of EB students. (ERIC).
Anmerkungen	Office of Special Education Programs, US Department of Education. 400 Maryland Avenue SW, Washington, DC 20202. Tel: 202-245-7459; Web site: https://www.ed.gov/category/keyword/office-special-education-programs-osep
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01