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Teaching Math using online Video Games to ELLs.
One of the challenges of teaching math to second language learners lies in the subject area’s vocabulary. Math vocabulary is a low frequency vocabulary which means it is a vocabulary familiar only in those that have a good command of the content. Math vocabulary is not usually heard in every day language. Math vocabulary is difficult to anyone that does not have a good grasp of mathematical concepts, couple that with the fact that most second language learners are behind in language skills when compared to their English speaking peers, math is even more challenging to the ELL student (Glencoe & McGraw-Hill, 2012).
When providing math instruction, especially vocabulary concepts it would be beneficial if the teacher would employ second language learning theories in order to make the instruction more meaning and relevant to the student. Two of the most accepted theories are those of Stephen Krashen and L. Vygotsky. Krashen’s Input Hypothesis postulates that humans acquire language in only one way-by understanding message or by receiving “comprehensible input.” He goes on to offer another hypothesis, the affective filter hypothesis which explains the affective filter as ‘a mental block, caused by affective factors…that prevent input from reaching the language acquisition device’ and thus delaying or stopping the learning. Vygosky’s theory of Zone of Proximal Development (ZPD) postulates that there is a difference between the learner’s ability to solve problems independently and his ability to solve through a scaffolding process (Lightbown and Spada, 2006).
The learner must be taken from independent level to the higher lever, his zone of proximal development. Krashen’s i+ 1 comprehensible ability states that new learning will take place if the instruction is slightly above what the learner already know. Both of these theories operate on the notion that the instruction must be challenging in order to stimulate and produce learning and this challenge and stimulation is within the teacher’s control. If the instruction is incomprehensible or at the student’s frustrational level, learning will not occur and in fact if the student is repeatedly subjected to this type of instruction, the learner may just decide to shut down entirely.
One of the ways to provide support for the learning is through Cooperative learning. Working in small groups will lower the student’s affective level and reduce the risk of failure. Through cooperative learning students can share their strengths and improve their weaknesses as well as developing interpersonal skills as they deal with interacting with others and may even have to deal with conflict of thoughts, opinions, or such. Another way to support student learning is to provide clear, non-ambiguous objective through activities that will expand and nurture the concepts being explored. Successful cooperative learning environments depend on three conditions. First, they have to be in an atmosphere of safety, also they need to be challenged. Second, teachers need to establish small teams where everyone can participate. Third, objectives need to be clear (Educational Broadcasting Corporation, 2004).
Some activities that can be used to motivate or interest student in math concept is the use of on-line math games. On-line math games have been found to be educational and the added plus of these games is that they reduce stress while at the same time allowing students to learn mathematical facts and concepts. The affective filter is lowered thus allowing instruction and new learning to be processed and attained. These games can be played in cooperative learning environments as well as one-on-one thus promoting support within the zone of proximal development. Within this ZPD children can build problem solving skills or perform tasks that are slightly above their level yet achievable thus the theory of comprehensible input (i + 1) is achieved.
Another supportive measure that can meet the challenges mathematical language may bring is for the teacher to provide a bilingual dictionary or a student friendly math dictionary that employs the use of diagrams, examples, and is written in a student friendly manner. These dictionaries can be kept on a shelf or the student can be provided access to them through the internet.
References
What are cooperative and collaborative learning? (n.d.). Workshop: Cooperative and Collaborative Learning.
Retrieved from http://www.thirteen.org/edonline/concept2class/coopcollab/index.html
English Language Learners in Math. (n.d.). Teaching Today. Retrieved from
http://teachingtoday.glencoe.com/howtoarticles/english-language-learners-in-math
Lightbown, P. M., & Spada, N. (2006). How languages are learned. 3rd ed. Oxford: Oxford University Press.
One of the challenges of teaching math to second language learners lies in the subject area’s vocabulary. Math vocabulary is a low frequency vocabulary which means it is a vocabulary familiar only in those that have a good command of the content. Math vocabulary is not usually heard in every day language. Math vocabulary is difficult to anyone that does not have a good grasp of mathematical concepts, couple that with the fact that most second language learners are behind in language skills when compared to their English speaking peers, math is even more challenging to the ELL student (Glencoe & McGraw-Hill, 2012).
When providing math instruction, especially vocabulary concepts it would be beneficial if the teacher would employ second language learning theories in order to make the instruction more meaning and relevant to the student. Two of the most accepted theories are those of Stephen Krashen and L. Vygotsky. Krashen’s Input Hypothesis postulates that humans acquire language in only one way-by understanding message or by receiving “comprehensible input.” He goes on to offer another hypothesis, the affective filter hypothesis which explains the affective filter as ‘a mental block, caused by affective factors…that prevent input from reaching the language acquisition device’ and thus delaying or stopping the learning. Vygosky’s theory of Zone of Proximal Development (ZPD) postulates that there is a difference between the learner’s ability to solve problems independently and his ability to solve through a scaffolding process (Lightbown and Spada, 2006).
The learner must be taken from independent level to the higher lever, his zone of proximal development. Krashen’s i+ 1 comprehensible ability states that new learning will take place if the instruction is slightly above what the learner already know. Both of these theories operate on the notion that the instruction must be challenging in order to stimulate and produce learning and this challenge and stimulation is within the teacher’s control. If the instruction is incomprehensible or at the student’s frustrational level, learning will not occur and in fact if the student is repeatedly subjected to this type of instruction, the learner may just decide to shut down entirely.
One of the ways to provide support for the learning is through Cooperative learning. Working in small groups will lower the student’s affective level and reduce the risk of failure. Through cooperative learning students can share their strengths and improve their weaknesses as well as developing interpersonal skills as they deal with interacting with others and may even have to deal with conflict of thoughts, opinions, or such. Another way to support student learning is to provide clear, non-ambiguous objective through activities that will expand and nurture the concepts being explored. Successful cooperative learning environments depend on three conditions. First, they have to be in an atmosphere of safety, also they need to be challenged. Second, teachers need to establish small teams where everyone can participate. Third, objectives need to be clear (Educational Broadcasting Corporation, 2004).
Some activities that can be used to motivate or interest student in math concept is the use of on-line math games. On-line math games have been found to be educational and the added plus of these games is that they reduce stress while at the same time allowing students to learn mathematical facts and concepts. The affective filter is lowered thus allowing instruction and new learning to be processed and attained. These games can be played in cooperative learning environments as well as one-on-one thus promoting support within the zone of proximal development. Within this ZPD children can build problem solving skills or perform tasks that are slightly above their level yet achievable thus the theory of comprehensible input (i + 1) is achieved.
Another supportive measure that can meet the challenges mathematical language may bring is for the teacher to provide a bilingual dictionary or a student friendly math dictionary that employs the use of diagrams, examples, and is written in a student friendly manner. These dictionaries can be kept on a shelf or the student can be provided access to them through the internet.
References
What are cooperative and collaborative learning? (n.d.). Workshop: Cooperative and Collaborative Learning.
Retrieved from http://www.thirteen.org/edonline/concept2class/coopcollab/index.html
English Language Learners in Math. (n.d.). Teaching Today. Retrieved from
http://teachingtoday.glencoe.com/howtoarticles/english-language-learners-in-math
Lightbown, P. M., & Spada, N. (2006). How languages are learned. 3rd ed. Oxford: Oxford University Press.