ELL

Mathematics Teachers Teaching English Language Learners: What Knowledge Do They Need? (Driscoll, Heck, Chval)

Author/Presenter

Mark Driscoll

Daniel Heck

Kathryn Chval

Year
2009
Short Description

Mathematics teachers of English language learners (ELLs) are increasingly expected to help ELLs learn academic language. This session focuses on the question, What knowledge do teachers of mathematics need in order to support the learning of ELLs?

Math and Science Education with English Language Learners: Contributions of the DR K-12 Program

To investigate the contribution of the DR K‐12 portfolio to the knowledge base on math and sciencelearning among ELLs, CADRE designed a study to explore the ELL work that is being conducted in theDR K‐12 projects. This paper summarizes the work of this study. It begins with a description of themethodology employed, followed by a presentation of the findings, and finally a discussion of theconclusions drawn from this work.

Author/Presenter

Martinez, Alina

Rhodes, Hilary

Copson, Elizabeth

Tiano, Megan

DellaRocco, Nicole

Donoghue, Nathaniel

Year
2011

Including English Language Learners in the Process of Test Development: A Study on Instrument Linguistic Adaptation for Cognitive Validity

This paper reports preliminary results from an investigation, still in progress, on the use of verbal protocols among native Spanish-speaking, English language learners (ELLs) of various proficiency levels and background characteristics. We focus on language use among ELLs during various stages of a cognitive interview designed to probe whether and how students

Author/Presenter

Prosser, Rachel

Solano-Flores, Guillermo

Year
2010

Illustrations with Graphic Devices in Large-Scale Science Assessments: An Exploratory Cross-Cultural Study of Students’ Interpretations

In this exploratory, cross-cultural study, we examined students’ interpretations of graphic devise-based illustrations used in science tests. Graphic devices are visual components (e.g., arrows, dotted lines) intended to ensure proper understanding of the scientific processes or phenomena represented by the illustrations. We address cultural differences in terms of the interaction of two factors, students’ country of origin and items’ country of origin.

Author/Presenter

Wang, Chao

Solano-Flores, Guillermo

Year
2011

Examining Problem Solving Strategies on Multiple-choice Science Items Among English Language Learners Through Cognitive Interviews

This paper introduces a coding system used to compare the ways English language learners (ELLs) and mainstream students make sense of multiple-choice science items administered in English. Thirty-nine native Spanish-speaking ELLs and thirty-nine monolingual, mainstream students participated in cognitive interviews in which they were asked to report their thinking during and after responding to science items. The coding system was developed based on the analysis of the transcriptions invoking theories of bilingualism, sociolinguistics, and reading comprehension.

Author/Presenter

Prosser, Rachel

Solano-Flores, Guillermo

Year
2011

Development of Illustrations as Image Supports for English Language Learners in Large-Scale Testing: A Report on the Procedure for Designing Vignette Illustrations

This paper presents a framework and a procedure for developing vignette illustrations as a form of testing accommodation for English language learners (ELLs). Vignette illustrations are defined as illustrations added to test items originally created without illustrations, with the intent to provide a visual support for ELLs that increases their chances of accessing the content of those test items.

Author/Presenter

Solano-Flores, Guillermo

Year
2011

Conceptual Framework for Analyzing and Designing Illustrations in Science Assessment: Development and Use in the Testing of Linguistically and Culturally Diverse Populations

We present a conceptual framework for designing and analyzing illustrations used in science assessment. This conceptual framework is intended to help test developers to systematically create and examine illustrations used in science test items. Unlike previous approaches to examining illustrations, which rely on the use of vague or polysemic terms

Author/Presenter

Solano-Flores, Guillermo

Wang, Chao

Year
2011

Acquisition of mathematical language: Suggestions and activities for English language learners

Author/Presenter

Cirillo, M.

Richardson Bruna, K.

Herbel-Eisenmann, B.

Year
2010
Short Description

In this article, we describe aspects of mathematical language that could be problematic to English-language learners, provide recommendations for teaching English-language learners, and suggest activities intended to foster language development in mathematics.

Instructional Tools for Supporting Science Inquiry Practices and Academic Language Development for English Language Learners

Day
Fri

Presenters share instructional materials for supporting science inquiry practices and academic language development, and seek feedback for increasing classroom implementation of materials.

Date/Time
-
Session Type
PI-organized Discussion
Session Materials

The overarching goal for this session is for presenters to receive feedback on how they might increase participant implementation of the classroom materials developed in their project. Their biggest challenge is to support deeper implementation of these materials in project classrooms despite current policy contexts in project schools. Teachers regularly say they like the materials, find them valuable, and understand their purposes.

CADRE English Language Learners SIG

Day
Wed

(Open to all grantees)                 

This session includes a presentation on English Language Learners and the Common Core State Standards for Mathematics and the Next Generation Science Standards, followed by discipline-based discussions.

Date/Time
-
Session Type
Special Interest Group (SIG)
Facilitators

The Common Core State Standards (CCSS) for Mathematics and the forthcoming Next Generation Science Standards (NGSS) have taken shape during a period of rapidly changing student demographics and continuing science achievement gaps which emphasize issues related to English language learners. In addition to the focus on disciplinary core ideas, the new standards emphasize “practices”— mathematical practices and scientific and engineering practices—which are language intensive.