1. English language learners - accelerating mathematics learning Vanitha Govini v.govini@auckland.ac.nzv.govini@auckland.ac.nz Anuja Singh anuja.singh@auckland.ac.nzanuja.singh@auckland.ac.nz Mathematics and Statistics leaders symposium

2. Who are our ELLs ? ESOL funded students from migrant, refugee or NZ born backgrounds International fee paying students Previously funded ESOL students Students from homes where a language other than English is spoken Students transitioning from kura to English medium learning environments Students with specific identified language learning needs What is the population make up of ELLs in your school?

3. Effective Pedagogy teacher actions promoting student learning Evidence tells us that students learn best when teachers Create a supportive learning environment Encourage reflective thought and action Enhance the relevance of new learning Facilitate shared learning Make connections to prior learning and experience Provide sufficient opportunities to learn Inquire into the teaching-learning relationship

4. Principles of ESOL Know the learner Identify the learning outcomes including the language demands of the topic Begin with context – embedded tasks which make the abstract concrete Ensure a balance between receptive and productive language Provide multiple opportunities for authentic language use with a focus on learners using academic language Include opportunities for monitoring and self evaluation Help students achieve the same explicit learning outcomes using differentiated levels of support

5. Speaking frame I think the answer is… because… The answer is... because... I solved this problem by... The way I solved this problem was The strategy I used was... and so the answer is… When I was working out the answer I........ I started by.......

6. Reflection frame Most challenging was.. Today I learned to… I need to practice… I enjoyed… I wonder if… Most difficult was… Next step is to… My goal is… The fun part was… I would like to… I am pleased about… I discovered…

7. Draw it Equipment Word Story : Strategies : THINK BOARD

8. Student voice 1.What do you think you are learning? 2.Why do you think you are learning this? 1.How will you know you have learnt it? 2.How has your teacher helped you with your learning about? 3.How do the comments your teacher makes about your learning help you? 4.What other help would you like? What other help do you need?

9. Grouping students Mixed ability especially at the beginning of the year According to their ability and assessments According to their styles and preferences of learning Topic area groupings based on interests Buddies – high / low, choice, same ability, same language Social groupings

10. Use of first language Do you have a place for the use of first language in your class? ｷ Sometimes at reading using Tupu books / school journals ｷ Using Samoan/Maori/CI Maori counting ｷ Greetings / Songs ｷ Roll call / Commands ｷ Using a buddy to translate for teachers ｷ Interpretations / translations in to English ｷ Giving instructions to ELLs

11. Strategies to scaffold learning Using materials, examples, modelling and constructing with teacher before they move away Personal dictionary / proper use of dictionary Thumbs up, sideways down – children not sure stay on the mat with teacher Provide visual as well as written information Ako- pairing with a more able partner / idea of teacher / learner Writing date in Samoan / Dual – language instructions Teacher conferencing and one on one sessions to identify their needs. Use some words in their language too (translating) Making learning relevant / Using context to relate to their experiences Think Pair share / thinking groups Use speaking frames

12. The culture of the child can not enter the classroom if it has not entered the consciousness of the teacher. Basil Bernstein