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Instructional Strategies for High School ELL Refugee Students in Mathematics
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In: Boise State University Theses and Dissertations (2017)
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Abstract:
This study investigates instructional strategies used in high school mathematics classrooms to learn the way teachers modify their lessons to teach late-entry ELL students, including refugees with little or no formal education. Two separate ELL classes, two mainstream classes with mixed groups of ELL students and monolinguistic students, and one mainstream class without late-entry ELL students are observed for this study. Both qualitative analysis regarding teaching English language while using mathematics content, specifically vocabulary acquisition, and quantitative analysis as to how teachers spend their instructional time are used to present the findings of this study. The findings provide a forum for a further conversation with respect to ELL-oriented modification to serve late-entry ELL students' unique academic needs and the discussion on appropriateness of separate ELL mathematics classes.
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Keyword:
and Multicultural Education; Bilingual; ELL mathematics education; Multilingual; Science and Mathematics Education
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URL: https://scholarworks.boisestate.edu/cgi/viewcontent.cgi?article=2409&context=td
https://scholarworks.boisestate.edu/td/1303
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