Identifying Language Issues for English Language Learners in Algebra Classrooms
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English language learners (ELLs) are likely to be placed into mainstream classrooms with teachers who have not had the opportunity to learn how to teach linguistically diverse students. Teachers that experience this challenge can benefit from knowing the language issues related to the subject matter. This work examines the vocabulary used in mainstream high school algebra classrooms that can be difficult for ELLs to comprehend. This work also offers strategies that teachers may find helpful when teaching algebra. By attending to language issues, it is the hope that all students will one day be given truly equal educational opportunities.