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dc.contributor.advisorSorto, Alejandra
dc.contributor.authorHerrin, Jesse Elizabeth ( )
dc.date.accessioned2014-06-02T17:08:02Z
dc.date.available2014-06-02T17:08:02Z
dc.date.issued2014-05
dc.identifier.citationHerrin, J. E. (2014). Identifying language issues for English language learners in algebra classrooms (Unpublished thesis). Texas State University, San Marcos, Texas.
dc.identifier.urihttps://digital.library.txstate.edu/handle/10877/5051
dc.description.abstractEnglish 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.en_US
dc.formatText
dc.format.extent36 pages
dc.format.medium1 file (.pdf)
dc.language.isoen
dc.subjectAlgebraen_US
dc.subjectELLen_US
dc.subjectEnglish language learneren_US
dc.subjectMathematicsen_US
dc.titleIdentifying Language Issues for English Language Learners in Algebra Classroomsen_US
txstate.documenttypeThesis
thesis.degree.departmentHonors College
thesis.degree.disciplineMathematics
thesis.degree.grantorTexas State University
dc.description.departmentHonors College


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