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Culturally and Linguistically Diverse School Environments – Exploring the Unknown
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In: Australian Journal of Teacher Education (2018)
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| 2 |
A systemic functional analysis of TOEFL sample writings
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In: Theses, Dissertations and Capstones (2018)
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| 3 |
The Seal of Biliteracy: Considering Equity and Access for English Learners
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In: Education: School of Education Faculty Publications and Other Works (2018)
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| 4 |
The Effect of Two-Way Immersion on Students' Attitudes Toward Education, Other Cultures, and Self-Esteem
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In: Doctoral Dissertations and Projects (2018)
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| 5 |
Distance Learning and the Non-Native English Speaker: A Correlational Study
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In: Doctoral Dissertations and Projects (2018)
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| 6 |
TELLING ROOM: Color in Action
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In: Thinking Matters Symposium Archive (2018)
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| 7 |
English Language Learners and Special Education
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2018)
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| 8 |
Problem-Based Teacher-Mentor Education: Fostering Literacy Acquisition in Multicultural Classrooms
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In: Interdisciplinary Journal of Problem-Based Learning (2018)
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| 9 |
Organizational Improvement Plan: Improving Core French Teacher Equity within a French Immersion School
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In: The Organizational Improvement Plan at Western University (2018)
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| 10 |
Isolation and Revenge: Where Victor Frankenstein Went Wrong
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In: Nebraska College Preparatory Academy Senior Capstone Projects (2018)
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| 11 |
Balance of Limits and Experimentation
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In: Nebraska College Preparatory Academy Senior Capstone Projects (2018)
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| 12 |
Supporting English Language Learners Inside the Mathematics Classroom: One Teacher’s Unique Perspective Working with Students During Their First Years in America
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In: Research and Evaluation in Literacy and Technology (2018)
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Abstract:
Reflecting upon my personal experiences teaching mathematics to English Language Learners (ELL) in a public high school in Lincoln, Nebraska, this essay largely focuses on the time I spent as the only Accelerated Math teacher in my school building. From 2012 – 2017, I taught three different subjects at this high school: Advanced Algebra, Algebra, and Accelerated Math. This essay highlights why I chose to become a math and ELL teacher, as well as the challenges, issues, struggles, and successes I experienced during my time teaching. I focus on the challenges I faced teaching students who did not share my native language and discuss how I learned to assess their mathematical histories because of placement test inaccuracies. Recounting how I structured my class to prepare my students from drastically different backgrounds for a mainstream Algebra classroom, I utilize my own personal experiences and stories of students, outlining what they taught me, how I grew as a teacher due to their time in my classroom, and the memories I hold dear since leaving the field.
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Keyword:
Algebra; and Multicultural Education; Bilingual; challenges; Curriculum and Instruction; Education; Educational Methods; English language learners (ELL); First and Second Language Acquisition; issues; Language and Literacy Education; mathematics pedagogies; Multilingual; Other Mathematics; personal narrative; Science and Mathematics Education; Secondary Education; struggles; successes; teaching
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URL: https://digitalcommons.unl.edu/cehsgpirw/41
https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1043&context=cehsgpirw
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