Institutes for Teachers of English Language Learners/English Language Development (ELL/ELD)

Pictures from a Geometry Institute

Mathematics Institutes for Teachers of English Language Learners/English Language Development (ELL/ELD)

Schools across the United States are challenged to meet the needs of an increasingly diverse population of students learning English as a second language. The ever-increasing number of language minority students in California has given rise to the challenge of providing an equitable, comprehensible, and rigorous mathematics education to all students. This task comes with the eradication of bilingual education and an increase in new and under prepared teachers entering the profession.

The goal of the Mathematics Institute for teachers of English Language Learners is to provide teachers with second language acquisition methodology that applies to mathematics. The ultimate goal is to make mathematics accessible to ELL students while simultaneously increasing English language development by increasing students’ mathematical content knowledge through the implementation of ELD strategies, ELD standards-based instruction, content-based instruction, and the integration of language learning techniques. The focus of the institutes is algebra at the fourth through eighth grades and Geometry at the 6-12 grade level, the California Mathematics Standards, and the California ELD Standards.

Teacher Goals and Objectives:

• Teachers become mediators and facilitators for mathematics content learning by presenting material that not only meets the California Mathematics Standards and ELD Standards, but also takes into account the specific gaps in students’ different levels of language proficiency.
• Teachers tie new knowledge to previously acquired skills.
• Teachers are facilitators of acquisition of English through daily emphasis on the specific vocabulary and language structures of each lesson.
• Teachers use physical models and manipulatives in presentations to facilitate the internal networks that students make.
• They take into account oral, written, and reading aspects of second language learning and continually assess students' understanding of both math and language.
• Teachers become advocates for ELL students. They establish a classroom atmosphere that is accepting, decreases competitive activities, and values participation from every student.
• They seek to identify and show value for students' prior experiences and build math experiences around them.

For More information on the UCLA Mathematics Project and Institutes for Teachers of English Language Learners (ELL/ELD) Please Contact: