It is a common myth that English Language Learners do not need much classroom support in math, because math skills are universal and circumvent the need for language intervention. Recent test scores and educational research has found that this is not true. English language learners can greatly benefit from direct instruction in mathematics..Computation is an area in mathematics instruction where ELL needs are most strongly being addressed. However ESL teachers can provide further support by working through the computation process with the students orally. This would provide not only practice with the computation skills but with oral English.
English Language Learners can benefit from direct instruction in the vocabulary of math Too frequently the actually words of a math problem are not understood by the ELL. The ESL educator can assist understanding by directly teaching the math vocabulary, perhaps just a few words at a time. ELLs can benefit from learning to understand the syntax of a math word problem as well. Word problems are arranged like few other types of literature. Teaching students how to effectively read through a word problem could help them understand these problems better in the future.
The semantics of a math word problem also pose challenges for ELLs. Words such as “from” may have one meaning in language arts but quite another in math. Direct instruction in the language of math word problems can help make the student more familiar with the way seemingly common words are used in math word problems.
Illustrations and symbols also pose another challenge for our ELLs. Due to cultural differences and lack of familiarity, some students may not understand the standard division or multiplication symbols. Practicing with the math symbols that the student is likely to encounter in the math classroom and on standardized testing could help math problems more effectively.
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