English Learners and Distance Learning: Math Language Routines

by Vanessa Cerrahoglu, Jennifer Wilson, and Liz Ramirez

We envision creating a world where learners know, use, and enjoy mathematics. Knowing and using math goes beyond calculating and evaluating. We create purposeful opportunities for students to engage in sense-making and use language to negotiate meaning with their peers. This calls for a language-rich environment where there’s space for all students to participate in argumentation and explanation.

What do these conversations look like now that we are no longer sharing physical space together? And how do we support our multilingual students who are gaining proficiency with English during distance learning? 

Continue reading “English Learners and Distance Learning: Math Language Routines”

English Learners and Distance Learning: Compare and Connect

By Vanessa Cerrahoglu, Jennifer Wilson, and Liz Ramirez

We envision creating a world where learners know, use, and enjoy mathematics. Knowing and using math goes beyond calculating and evaluating. We create purposeful opportunities for students to engage in sense-making and use language to negotiate meaning with their peers. This calls for a language-rich environment where there’s space for all students to participate in argumentation and explanation.

What do these conversations look like now that we are no longer sharing physical space together? And how do we support our multilingual students who are gaining proficiency with English?

Continue reading “English Learners and Distance Learning: Compare and Connect”

English Learners and Distance Learning: Co-Craft Questions

By Jennifer Wilson and Liz Ramirez

We envision creating a world where learners know, use, and enjoy mathematics. Knowing and using math goes beyond calculating and evaluating. We create purposeful opportunities for students to engage in sense-making and use language to negotiate meaning with their peers. This calls for a language-rich environment where there’s space for all students to participate in argumentation and explanation.

What do these conversations look like now that we are no longer sharing physical space together? And how do we support our multilingual students who are gaining proficiency with English?

Continue reading “English Learners and Distance Learning: Co-Craft Questions”

English Learners and Distance Learning: Clarify, Critique, Correct

By Jennifer Wilson and Liz Ramirez

We want to acknowledge that we are all in different situations that shape how we respond to the call to adapt our teaching to fit a model for distance learning. This impacts the access we have to our students for the remainder of the school year.

Our hope is that we find the grace to give each other space to make sense of how we will cultivate agency, mathematical understanding, and language in these times.

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English Learners and Distance Learning: Enhancing Access

By Liz Ramirez

Which students are experiencing success in today’s “distance learning”? What barriers do other students face?

While virtual learning platforms have made it possible for some live instruction to continue during school closures, this type of learning environment presents additional challenges for students who are learning English. Many of the language supports and resources that students rely on in the classroom are no longer accessible, including subtle ones like teacher gestures, word walls, and turning to a partner for clarification. Now…?

How do we support English learners in a virtual learning environment?

Continue reading “English Learners and Distance Learning: Enhancing Access”

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