Language as a barrier of teaching mathematics to English language learners Public Deposited

http://ir.library.oregonstate.edu/concern/undergraduate_thesis_or_projects/3x816p33n

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  • In recent years, there has been a steady increase in the number of English Language Learners (ELL) in the United States. According to the Education Commission of the States, ELLs have significantly lower achievement levels than their non-ELL peers. Further, numerous research studies report that teacher education programs lack ELL specific training, resulting in a documented 57% of current teachers who believe they need more training to be effective working with ELLs. In this study, we hoped to gain perspective from mathematics teachers about the current climate that ELLs face in mathematics classrooms. The participants were contacted via email, eventually resulting in a total of nine interviews with relevant information. These were then transcribed and then analyzed with thematic analysis. These interviews showed that language was a significant barrier in teaching mathematics to ELLs. Furthermore, the participants reported the lack of effective resources for their ELL students, which resulted in the necessity for these teachers to create their own intervention methods. Many of these methods were supported by the literature, but overall, this study shows the need for improved teacher education programs in an effort to give ELLs a more equitable experience in mathematics classrooms.
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  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2016-06-02T18:55:46Z (GMT) No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: bb87e2fb4674c76d0d2e9ed07fbb9c86 (MD5) SechristJosephineA2016.pdf: 1139197 bytes, checksum: 8ce707813e28e40b168c261a3e1f5cfa (MD5)

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