Teacher and Student Attitudes Toward a Math Intervention for Middle-Grade English Learners: Yes!

• In Event: 56.045 - Mathematics and Science Classrooms for Bilingual Learners

Abstract

Mastering the academic language associated with in addition to mathematical knowledge and skills is essential for all students, including English learners (ELs) (Moschkovich, 2002, 2012; Baker et al. 2014). The resources that middle grades teachers have to teach math are generally not scaffolded for ELs nor do they strategically develop ELs’ language proficiency in the context of math instruction (August et al. 2009). This paper reports findings from a study—Math and English Literacy Development (MELD) that investigates scaffolded curricular supports for sixth-grade Spanish-speaking ELs. Results from the first year of implementation indicate teachers were more confident in teaching math to ELs, and the MELD curriculum materials received positive feedback from both ELs and their English proficient classmates.

Authors

• Diane L. August, American Institutes for Research

• Rachel Garrett, American Institutes for Research

• Marian Eaton, American Institutes for Research