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Math Instruction for ELLs
Accommodations for English Language Learner Students: The Effect of Linguistic Modification of Math Test Item Sets
Author: Edynn Sato, Stanley Rabinowitz, Carole Gallagher, Chun–Wei Huang; National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences; U.S. Department of Education
Summary: When students take a state achievement test in mathematics, test directions and test items typically are presented in English. Students with low English proficiency might not understand the test directions or the math problems. As a result, their test scores may be a measure of their limited English skills or other factors rather than an accurate measure of only their math knowledge and skills. Therefore, English language learners (ELs) may be constrained in showing what they know and can do because the test therefore measures factors other than students' content–related knowledge and skills. Research has shown that math test items can be linguistically modified to reduce language load without altering the construct being assessed. This study was designed to examine whether one type of accommodation, linguistic modification, when applied to math test items, improves the accessibility of assessed math content and increases the validity of items measuring math understanding, particularly for EL students with limited English proficiency and non–EL/non–English–proficient students.
Tags: Comprehension; Content Areas: Math; Language of Instruction;
Target Population: All
Research Questions the Report Poses: Will linguistic modification of tests affect the performance on math varied of the three subgroups of students (EL, NEP, and EP students). If so, will the linguistic modification improve student math performance for the EL and NEP students relative to the EP students?
Findings:
- Linguistic modifications did produce an improvement on math tests among ELs (English learners) and NEPs (non–English learners non–English proficient students), while EP (English-proficient) scores remained the same (as expected).
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Sato, E., Rabinowitz, S., Gallagher, C. Huang, C.W. (2010). Accommodations for English language learner students: the effect of linguistic modification of math test item sets. (NCEE 2009–4079). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
The Social Competence of Latino Kindergartners and Growth in Mathematical Understanding
Author: C. Galindo, B. Fuller, American Psychological Association
Summary: This report illustrates a study conducted by the authors in order to determine if a relationship exists between the social competence of Latino kindergarteners and growth in mathematical understanding. There have already been studies showing that social competence is a guide for cognitive learning within the classroom but there have been few studies on Latino competency.
Tags: Comprehension; Content Areas: Math; Intervention; Latino ELL Students;
Target Population: Elementary
Research Questions the Report Poses:
- How do the two contrasting frameworks pertain to Latino children's social competencies?
- What is the role played by social class in shaping risks (which may vary by Latino subgroup) conditioned by cultural heritage and persistence of family strengths for Latinos?
- What is the relationship between social competence and growth in mathematical understanding?
Findings:
The authors write:
- "Latino children from low-income, but not middle-class, families display weaker social competencies vis-á-vis White children (all relationships p _ .05). Social competence levels contribute to Latino children's cognitive growth, which is shaped most strongly by positive approaches to learning.
- The disparities in competencies observed for Latino children from poor families, relative to White children, are significant yet much smaller than gaps in baseline levels of mathematical understanding. We discuss how the consonance or mismatch between competencies acquired at home and those valued by teachers must consider cultural differences, social-class position, and variation among diverse Latino subgroups.
Policy Recommendations:
The authors recommend that policy analysts and educators take "greater care in distinguishing between the social and cognitive domains of development," as well as in efforts to understand young Latinos' diversity and social competencies upon entering school.
Galindo, C., Fuller B. (2010). The Social Competence of Latino Kindergartners and Growth in Mathematical Understanding. American Psychological Association. Retrieved January 14, 2011 from: http://www.apa.org/pubs/journals/releases/dev-46-3-579.pdf
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