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Challenges of Instructing Secondary English Language Learner Students in Mathematics: A Survey of Texas Teachers
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Challenges of Instructing Secondary English Language Learner Students in
Mathematics: A Survey of Texas Teachers
The results of this paper are part of a multiyear project focusing on developing instructional resources designed to increase the effectiveness of mathematics instruction for students who are English Language Learners. The project is a partnership between the Texas State University Mathematics for English Language Learners Initiative, Texas State University System universities, and the Texas Education Agency.
Introduction
English Language Learner (ELL) students, students whose native language is not
English and who are in the process of developing English speaking and writing skills, experience significant challenges in the typical United States mathematics classroom. As a group, secondary ELL students consistently score among the lowest of any student group on the Texas Assessment of Knowledge and Skills (Texas Education Agency, 2000). Growing evidence suggests that low performance on standardized assessments by ELL students has little to do with innate mathematical ability and much to do with cultural differences in the ways mathematics concepts are taught in other countries and with linguistic (vocabulary) barriers commonly found among non-native English speakers (Richardson & Wilkinson, 2005).
Such issues are often coupled with the problem of limited professional
development available to teachers of such students. The rationale for this study is to improve understandings about how to teach mathematics to ELL students. More specifically, the goal of this study is to support mathematics instruction for ELL students in Texas, specifically students at the secondary level, through citing secondary mathematics teachers’ perceptions of needed professional development in this area. Such professional development training needs may include, but are not limited to, in-service training, supportive instructional resources and tools, and implementation of specific professional development programs.
Data Collection
Researchers ascertained secondary mathematics Texas teachers’ perceptions of
needed professional development to better support mathematics instruction for their ELL students through the collection and analysis of data from two key sources: survey data and focus group findings. The targeted audience included primarily high school mathematics teachers who were currently teaching or had taught a significant number of ELL students. However, researchers also interviewed other educators, including secondary ELL/ESL teachers who taught no specific content discipline, middle school and high school mathematics curriculum coordinators, middle school mathematics teachers, elementary ELL/ESL teachers, and school administrators. As a first step in identifying secondary mathematics teachers’ perceived professional development needs to better support mathematics instruction for their ELL students, survey forms were mailed to 130 randomly selected high schools throughout the state of Texas, including
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| | Authors: Richardson, Sandra. and Wilkinson, MaryE. |
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Challenges of Instructing Secondary English Language Learner Students in
Mathematics: A Survey of Texas Teachers
The results of this paper are part of a multiyear project focusing on developing
instructional resources designed to increase the effectiveness of mathematics instruction
for students who are English Language Learners. The project is a partnership between
the Texas State University Mathematics for English Language Learners Initiative, Texas
State University System universities, and the Texas Education Agency.
Introduction
English Language Learner (ELL) students, students whose native language is not
English and who are in the process of developing English speaking and writing skills,
experience significant challenges in the typical United States mathematics classroom. As
a group, secondary ELL students consistently score among the lowest of any student
group on the Texas Assessment of Knowledge and Skills (Texas Education Agency,
2000). Growing evidence suggests that low performance on standardized assessments by
ELL students has little to do with innate mathematical ability and much to do with
cultural differences in the ways mathematics concepts are taught in other countries and
with linguistic (vocabulary) barriers commonly found among non-native English
speakers (Richardson & Wilkinson, 2005).
Such issues are often coupled with the problem of limited professional
development available to teachers of such students. The rationale for this study is to
improve understandings about how to teach mathematics to ELL students. More
specifically, the goal of this study is to support mathematics instruction for ELL students
in Texas, specifically students at the secondary level, through citing secondary
mathematics teachers’ perceptions of needed professional development in this area. Such
professional development training needs may include, but are not limited to, in-service
training, supportive instructional resources and tools, and implementation of specific
professional development programs.
Data Collection
Researchers ascertained secondary mathematics Texas teachers’ perceptions of
needed professional development to better support mathematics instruction for their ELL
students through the collection and analysis of data from two key sources: survey data
and focus group findings. The targeted audience included primarily high school
mathematics teachers who were currently teaching or had taught a significant number of
ELL students. However, researchers also interviewed other educators, including
secondary ELL/ESL teachers who taught no specific content discipline, middle school
and high school mathematics curriculum coordinators, middle school mathematics
teachers, elementary ELL/ESL teachers, and school administrators. As a first step in
identifying secondary mathematics teachers’ perceived professional development needs
to better support mathematics instruction for their ELL students, survey forms were
mailed to 130 randomly selected high schools throughout the state of Texas, including
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