NOTICIAS de TODOS TODOS: Mathematics for ALL Newsletter Spring 2015, Volume 11, Number 1 Publication funding provided by Pearson Education See TODOS on line http://www.facebook.com/todosmath www.todos-math.org @todosmath Questions from Mathematics of Jim Cummins (2008) established that it takes between Teachers about six months to two years for ELLs to develop this English Language Learners everyday language for communicative purposes and between five to seven years to develop academic By Luciana C. de Oliveira language. Associate Professor University of Miami Should I require my ELLs to speak only English in the mathematics classroom? Is it definitely important Mathematics teachers for ELLs to develop their literary skills in English. often have many questions about However, much research has established the importance teaching English language learners (ELLs). The National of home languages and cultures for development of Clearinghouse for English Language Acquisition (2006) English in the context of mathematics classrooms reports that 10% of the K-12 student population is (Moschkovich, 2009). comprised of ELLs, which represents over 5 million The teachers should consider home languages and students in the U.S. The ELL population is burgeoning in cultures as a resource more than a limitation in teaching most states of the country. Thus, even if you do not have and learning (de Oliveira, 2012). For example, ELLs who ELLs in your mathematics classrooms now, very likely speak the same language could problem solve together to you will in the near future. express their ideas with ease. Then, they would try to Based on my 20-years experience as an English as a communicate their conclusions in English. ELLs feel Second Language (ESL) teacher and teacher educator, I reassured when the teachers value their languages and have compiled a list of common questions mathematics cultures in the classroom. teachers ask me during professional development Why are my Level 5 ELLs still struggling with their sessions. The questions reflect the concerns practicing language in school? Even though ELLs may be mathematics teachers have about working with ELLs. I considered at an advance level of language proficient hope by providing some answers to these questions I can De Olivera, cont. p. 2 help other teachers in their work. These are not the only questions mathematics teachers often ask me in TODOS Mission Statement professional development workshops, but they are The mission of TODOS: Mathematics for ALL is to advocate for definitely important ones to consider-at any state of a equity and high quality mathematics education for all students— teacher’s career. in particular, Latina/o students. Why can my ELLs speak English so well in social settings, and yet they still have so much difficulty with Spring 2015, Volume 11, #1 mathematical academic tasks at school? In this issue: Ø Questions from Mathematics Teachers, p. 1 While ELLs may develop their “everyday” language for Ø News from the President, p. 2 social purposes rather quickly, it takes a lot longer for Ø Report from the Nominations and Elections Committee, p. 3 them to develop academic language-or the language of Ø TODOS Student Recognition Awards, p. 4 schooling (Schleppegrell, 2004). Students learn academic Ø TODOS Live! Webinars, p. 4 Ø Mendez v Westminster School District, p. 5 language at school and this language is different from Ø A Timeline for Mendez v Westminster, p. 7 ordinary language for communicative purposes. The work Ø NOTICIAS Editors and Contributors, p. 8 Spring 2015 Noticias de TODOS 1 De Olivera, continued News From the President (level 5 in a 1-5 scale), they continue to have language by Susie W. Håkansson needs. Unfortunately, most ELL or bilingual services stop when ELLs reach level 5, but this does not mean that ELLs Happy New Year to all of you! stop having language needs in schools. These students still The 2014-2015 TODOS Board has need support and assistance from teachers and require been working hard to support the new scaffolding of instruction. and ongoing goals for the year. In the last issue of Noticias, I mentioned I really do not have a lot of time for planning; what can a focus on recruitment of new members I do as a mathematics teaches to support my ELLs? and retention of current members. Some of you sent in some Collaborating and sharing planning time with the ESL? ideas on services that would be useful for members, and we teachers is very beneficial. A must-do for all mathematics welcomed all of them. During the three 2014 NCTM Regional teachers of ELLs is to use the ESL multimodal strategies Conferences (Indianapolis, Richmond, and Houston), TODOS, or different ways that information can be presented and along with Benjamin Banneker Association and Women in communicated in class. Some examples include using oral Mathematics Education, co-sponsored an NCTM Equity language, written language, visual materials (pictures, Affiliates Booth, with each of the groups taking the lead at one flash cards, graphs, objects, manipulatives), auditory of the conferences. We hope that this effort gave greater materials (video, music, songs), direct experience (field visibility to all of the equity affiliates. trips, walks around school), and nonverbal communication (body movements and expressions). ELLs TODOS offers a variety of professional development (PD) need to engage with content in multiple ways, so using opportunities for its members and all mathematics educators. multimodal strategies can really help them access the TODOS members have been keynote speakers, featured grade-level curriculum. speakers, and general session speakers in many local, regional, and national mathematics education conferences. At some of If I focus on the vocabulary words that are important these conferences, a dedicated TODOS strand has been part of in mathematics, would I be addressing my ELLs’ the program, where TODOS selects members who apply to mathematical academic language needs? Vocabulary is give presentations specifically on the mission and goals of a significant component of academic language, but the TODOS. Attendees gain expertise on how to focus on challenges go beyond learning vocabulary. Academic excellence and equity in the classroom. TODOS also offers language also consists of grammatical patterns through TODOS Live! webinars throughout the year for its members, which meanings are made. Knowing a word does not mean with many of the webinars archived for members to access knowing how to use it effectively in appropriate contexts afterwards. A Professional Development Task Force has been (de Oliveira, 2012). In addition, ELLs may not know the created to expand upon and introduce new professional everyday language used in word problems, as they may development opportunities that will provide updated describe contexts unfamiliar to these students. Thus, information and additional materials and resources to its teachers should be aware of the need to use contexts that members. One professional development opportunity will be correspond to the cultural experiences of all their students. the planning for the second TODOS Conference scheduled for References June 23-25, 2016. All these efforts support the following Oliveira, L. C. (2012). The language demands of word problems TODOS goal statement: for English language learners. In S. Celedón-Pattichis & N. To advance educators' knowledge and ability that lead to Ramirez (Eds.), Beyond good teaching: Advancing implementing an equitable, rigorous, and coherent mathematics education for ELLs (pp. 195-205). Reston, VA: mathematics program that incorporates the role language National Council of Teachers of Mathematics. and culture play in teaching and learning mathematics. Moschkovich, J. N. (2009). Using two languages when learning mathematics: How can research help us understand The Working with Latina/o Students Task Force formed in mathematics learners who use two languages? Research Spring 2014 plans to have a draft of their efforts at the Brief and Clip, National Council of Teachers of TODOS Members Meeting during the 2015 NCSM Boston Mathematics. Conference. They hope to include strategies to support the National Clearinghouse for English Language Acquisition. mathematics learning of Latina/o students, particularly (2006). The growing numbers of limited English proficient bilingual students, English learners, and recent immigrants. students: 1993/94–2003/4. Washington, DC: U.S. Although some states did not adopt either the Common Core Department of Education, Office of English Language State Standards in Mathematics and English Language Arts or Acquisition. the Next Generation of Science Standards (NGSS), it’s Schleppegrell, M. J. (2004). The language of schooling: A important to note that in all three disciplines, Mathematics, functional linguistics perspective. Mahwah, NJ: Erlbaum Science, and ELA, there are relationships and convergences regarding the practices of each.1 Where all three converge are the following: Håkansson, cont. p. 3 Spring 2015 Noticias de TODOS 2 Håkansson, continued EP1 (ELA). Support analysis of a range of grade-level http://ell.stanford.edu/sites/default/files/ VennDiagram_practices_v11%208-30-13%20color.pdf complex texts with evidence. MP3 (Mathematics) and EP3. Construct viable and valid [ 2] Calarco, J. (2014-2015). Help-seekers and silent arguments from evidence and critique reasoning of others. strugglers: student problem-solving in elementary SP7 (Science and Engineering). Engage in argument from classrooms. In American Educator, Winter 2014-15 evidence. (Vol. 38, #4, pp. 24-27, 30-33, 44), (EP represents the CCSS-ELA “practices” as defined by the http://www.aft.org/ae/winter2014-2015/calarco ELPD Framework; MP represents the CCSS Mathematical Practices; SP represents the NGSS Science and Engineering Practices) Report from the Nominations and The goal is for students to justify the statements they make Elections Committee with evidence instead of just grabbing at an answer. The Nominations and Elections Committee offers a sincere One of the most important things that we as educators need to thanks to the outstanding candidates who agreed to run for focus on is excellence and equity.