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University of Illinois at Chicago

CI 571 Integrating Math, Science, and ESL


Carlos A, Lopez Leiva
Edgar Matallana

Mathematics-science learning with limited English proficient in at-risk school environment

No state shall deny equal educational opportunity to an individual


on account of his or her race, color, sex, or national origin, by . . . the
failure of an educational agency to take appropriate action to overcome
language barriers that impede equal participation by its students in its
instructional programs. (20 U.S.C. § 1703, in Lyons, 1992, p. 10)

The Hispanic population in the United States is ( U.S. Census Bureau, Population Estimates
July 1, 2000 to July 1, 2006.) of 44.3 million and, in 2006 over 9.98 million of them were enrolled in
U.S. schools widthwise (Pew Hispanic Center, 2008). Compared to all other ethnic groups, Hispanics
have a lower percentage of completion high school (U.S. Census Bureau, 2008). The above
information is a specific reason to an exploration of mathematics-science curricula focused to limited
English proficient students, and consider carefully how mathematics-science curricula can serve as a
means or context for strengthening mathematics-science learning while at the same time creating an
environment that supports bilingual/bicultural students (BS). To accomplish this, I examined, the
NCTM-NSES process standards, and oriented science teaching in particular with pedagogical
principles for BS. Where, I have considered mathematics-science learning with limited English
proficient in at-risk school environment. Also, I applied the model of learning and development in an
students scenario from a family that their first language is not English.
Students at risk of failure from schools (SAFS) may be those with characteristics such as low
academic self-concept, unrealistic grade and career expectations, unfocused career objectives, extrinsic
motivation, external locus of control, low self-efficacy, inadequate study skills for college success, a
belief that learning is memorizing, and a history of passive learning. All above can be caused by social
factors such as : Ethnic minorities, family dysfunction, poverty, or homelessness. In addition, SAFS
may be those who have made poor choices or decisions that impacted negatively on their academics, or
they may be an adult student who returns to higher education after an extended absence, or students
with academic or physical limitations not identified before enrolling in higher education. To such
students, achieving in higher education are significantly below those of the typical student in the
college or curriculum in which they are enrolled[1][2]. And using the same words of Hersholt C. Waxman
and Yolanda N. Padron[3], it could say that “Students who attend these at-risk environments deserve our
special attention because if we can alter their learning environment, we may be able to improve both
their education and their overall chances for success in society.”
Now, there are three factors affecting BS learning: the teacher, student and method respectively.
The student's factors that affect second language acquisition and advancement in language learning
depend of the cognitive style, socio-economic background, formal schooling in a second language.
[1]
Advising at-risk students in college and university settings,College Student Journal,March, 2002 by Dana L. Heisserer, Phil Parette
[2]
http://www.ericdigests.org/pre-928/risk.htm
[3]
Improving the Quality of Classroom Instruction for Students at Risk of Failure in Urban Schools, Hersholt C. Waxman
and Yolanda N. Padron. Peabody Journal of Education, Vol. 70, No. 2, Teacher Effectiveness: A Look at What Works
(Winter, 1995), pp. 44-65
Learning can only happen if certain affective conditions, such as positive attitudes, self-confidence, low
anxiety. The teacher must create opportunities within the classroom situation, which enable students to
think through language and to express their learning through the language modes of speaking, listening,
reading and writing. Students must be actively engaged in using language effectively. Methods must
be developed which encourage students as a form of thinking and communication to a significant role
in the language-learning classroom.
Before analyze some models of learning and development to SAFS, it is necessary identifier
clearly in which of the three general categories of educational programs they falls. Learners living in
poverty are students who are more likely to repeat a grade, to be expelled or suspended, to achieve low
test scores, and to drop out of high school. For those students, compensatory education is a educational
program to offset these disadvantages (Elementary and Secondary Education Act of 1965, 79 Stat. 27,
27). Student under age 3 who have a developmental delay, a high probability of developmental delay,
or who are at risk of having a developmental delay, can be categorized as student who need early
intervention programs (Illinois Compiled Statutes 325 ILCS 20/ , Early Intervention Services System
Act 0). A student is considered for special education if he or she shows one or more of these disability
categories : Autism spectrum disorder, blind or low vision, cognitive disability, deaf or hard of hearing,
deaf-blind, developmental delay, emotional disability, language or speech impairment, multiple
disabilities, other health impairment, orthopedic impairment, specific learning disability, traumatic
brain injury (IPAS : Indiana Protection and Advocacy Services, http://www.in.gov/ipas/ ).
Learners of racially, culturally, and linguistically diverse backgrounds are students who may
have problems with school systems, school programs, organizational and structural features of school,
and the school environment contribute to the conditions that influence students' academic failure
(Boyd, 1991; Cuban, 1989; Erickson,1987; Kagan, 1990; Waxman, 1992). An important goal in a
model of learning and development educational is to determine what variety of practices are most
promising and successful in improving the education and performance of these students. Identification
of possible learning disabilities consider variables, such as: Native language and literacy skills, cultural
factors that may influence test and school performance, family and developmental history and,
educational history.
Effective instruction is a teaching theory based on the premise that instructional approaches
should vary and be adapted in relation to individual and diverse students in classrooms. It is the case
for student with at risk of failure from schools; different approaches are necessary because of the
diverse backgrounds. The model of effective instruction requires teachers to be flexible in their
approach to teaching and adjusting the curriculum and presentation of information to learners rather
than expecting students to modify themselves for the curriculum. For example, the integration of
language and content objectives in lesson plans to teach English is to prepare students for mainstream
classes, increase student motivation and interest with content themes, and make English-language
learners feel part of the mainstream school curricula.
Learners of linguistically diverse backgrounds is a major challenge for a model of learning and
development, because the fastest growing sector of the school population of language minority students
in U.S[4]. So, a cognitive learning approach as content-based language instruction could be very
effective to apply in this scenario, where linguistics problems are present. This approach combines
language, content, and learning strategy instruction into a transitional BS approach for upper
elementary and secondary students of intermediate or advanced English proficiency (Chamot &
O'Malley, 1987). In this model teachers use content topics, rather than grammar rules or vocabulary
lists, as the scaffolding for instruction. Teachers create an ideal learning environment for facilitating
that students of different linguistic and educational backgrounds and different skill levels work

[4]
Assessing Integrated Language and Content Instruction, TESOL QUARTERLY Vol. 27, No. 4, Winter 1993, DEBORAH
J. SHORT, Center for Applied Linguistics
together, and depending on their language proficiency, students can be assigned various roles as
facilitator, recorder, reporter, or illustrator. Also, include the use of visuals and demonstrations,
promotion of student participation and communication through all four language skills listening,
speaking, reading, and writing. Even more important, in this approach, students are learning a second
lenguage and acquire subject specific knowledge such as: Mathematics, science, social studies, and
other academic subjects.
Motivation has long been a major problem for most teachers not only for "typical" students but
even more to students with learning disabilities. There are several things that the teacher can do to
drive student motivation. Learner locked into classroom discussion are no different than we as adults
locked into boring, irrelevant meetings. Teacher must understand how something relates to student's
goals. For example, If a student does not understand how knowing the elements of the periodic table
will help to address the concerns of his life, it will be of no interest to learn. Student obviously have
different backgrounds, beliefs, and goals. What is relevant for one will not be relevant to another. So, In
this approach, appropriate contexts are provided for developing thinking and study skills as well as
language and academic concepts for students of different levels of language proficiency. For example :
Doing science and not just reading about it (Rosebery, Warren, & Conant, 1992), dialogue journals,
reading response journals, learning logs, process-based writing, and language experience stories,
graphs, realia, tables, maps, flow charts, timelines, and Venn diagrams are used to motivate students in
place information in a comprehensible context. Similarly, motivate students to organize information
obtained from written or oral texts, develop reading strategies, increase retention, activate schema as a
pre-reading or pre-listening activity, and organize ideas during the prewriting stage (Crandall, 1992).
Equally, what is the motivation of student to memorize things? Teacher can not force student to
memorize, it must be given in a natural way. Student learned because they truly needed to know them,
because they were motivated to know them. Motivation can be induced artificially, but its effects then
are temporary. What really motivates children to learn. Tests?. Grades?. When student don't care about
what they are learning, tests and grades force them to learn what they don't care about knowing. Of
course, student can win this test but instantly forgetting the material they crammed into their heads the
night before the test.
I want to show a scenario where I apply the model of learning and development to students
scenario from a family that their first language is not English. This scenario was seen in AAC and
Assistive Technology for Literacy, Learning, and Participation in Grades Pre-K –12.
“A family with a 3 year old child is requesting an assessment, as they are very concerned about
their child's development. The child has been “kicked out” of 2 pre-schools, and according to the
parents, they are at their “wits end”. The family is very busy, and both parents work full time. The child
is an only child cared for by his Grandma who speaks only Italian. The family refuses to undergo
“formal” testing as they think their child is too young to be labeled.”
First, it is very clear that the child has a communication problem. His native language is not
English. The child's caregiver speaks only Italian. It is recommended for this scenario performance
assessment and portfolios for reviewing student language development progress. One of the advantages
of using performance and portfolios assessment with this scenario is that the assessment could be
conducted in the student's native language (O'Malley and Pierce. 1991). Oral interviews, story
retellings, simulations and situations, directed dialogues, incomplete story and topic prompts to
complete picture cues (Bachman and Palmer. 1989; Gonzales Pino 1988) are suggested activities to
motivate the child's learning. It is recommended the use of individual observation checklists to this
scenario (Fox and Allen, 1983; Genishi, 1985, Gonzalez Pino, 1988; Pinnell, 1985). Scoring criteria
should be holistic; if the language employed in a scoring rubric is too complex for the child. Then,
child should be able to understand the scoring criteria. To this scenario teaching should be focused on
the student's ability to receive and convey meaning. Also, an anecdotal record is recommended : "a
written record kept in a positive tone of a child's progress based on milestones particular to that child's
social, emotional, physical, aesthetic, and cognitive development,". It emphasizes "what a child can do
and his or her achievements, as opposed to what he or she cannot do," notes the American Association
of School Administrators (1992, p. 21). For this particular scenario. I think, an alternative assessment
plan should assess the physical and social development of the child, such as : Physical Development :
ability to draw a circle upon request, drawing a person with 3 parts, start using blunt scissors for
children, dressing (with supervision). Language development : Three-word sentences, plural words.
Behavior: Activities to evaluate the social skills necessary to play and work with other children.
Equally , I believe that another form of assessment for this scenario is : The integration of the
affect-based model of human development developed by Stanley I. Greenspan, MD (the "Floortime
Model")[4], with the development of receptive and expressive language, imitation, pragmatics, and
engagement. So, the curriculum must incorporate the principles of systematic instruction and applied
Floortime as the primary teaching strategies. Also, supplemental oral motor and augmentative
communication techniques that support the development of language, for example : before evaluating
the activities done by the child, it is necessary to observe if the child assuming a correct posture in the
chair, if take the crayon or brush firmly and properly (as a guide finger, ring finger and thumb as
support), if holds the blade with the other hand, its concentration, if child is attentive to the instructions,
if child paint with defined lines and good pressure on the paper, etc. Of course, This child has had an
evaluation by a pediatrician.
Now, how can mathematics and science become contexts that support bilingual/bicultural
students and first/second language development? How do we ensure mathematics and science teaching
is linguistically sensitive and supportive? How do we integrate curriculum so that mathematics and
science learning develops, while at the same time basing instruction on the principles of effective
instruction for BS?
In an integrate curriculum a teacher must work to do flexible the teaching, adapting the
approaches according to the needs of learners, subject matter and setting, because it is unique to each
student and classroom. Even more, a teacher should be totally implicated with the class, dedicated to
the students and be prepared to dedicate time and energy for them. For example, identifying the
students by their full names and knowing some information like state, city, and country is very
beneficial. So, students tend to learn more effectively from an accessible teacher who sets up a
comfortable atmosphere to learning. Equally, teaching should be stimulating and sustaining intellectual
growth in the students, cultivating curiosity, providing opportunities for developing relationships or
cooperative learning. In addition, a teacher needs to integrate all incoming information into what
students already know to personalize the needs and problems of them. For example, it is highly
desirable that the teacher knows about the original language of the student.
In me opinion, as Ausubel suggests (Educational Psychology Theory and Practice, page 231) a
course material with sufficient problems/examples and case studies is very effective if the information
is linking with the information to what students already know in their own language. Iqually, I believe
that there should be enough flexibility to adapt to the requirements of the group’s performance and
with the technological advances of the moment . So, I feel that a good course should use technology in
the classroom. Then, audio-visual aids like power point slides for lectures, video clips to emphasize
important points, softwares to stay in tune with the needs of the science/process industry, are effective
learning tools with proven impacts[5]. Use of mathematics applets to support procedural and conceptual
understanding. Visuals for measurement vocabulary to help students discuss their discoveries. All these
tools are very useful in the specific case of English language barriers[6].
[5]
The Affect-Based Language Curriculum (ABLC). Second edition An Intensive Program for Families, Therapists and
Teachers ,Stanley I. Greenspan & Diane Lewis
[6]
The Role of Multimedia Technology in a Hong Kong Higher Education Music Program By Wai-Chung Ho Hong Kong
Baptist University, 2009
[7]
NCTM 2009: Let's Talk: Building Meaningful Math Discourse
Now, sciences is an applied field where students constantly apply the fundamental concepts and
theory learned in the classroom to transform their environment. For some students, science can be the
most interesting and exciting part of their day. Because, teaching sciences mix the math and literacy in
a perfect match and can be seen from the perspective of constructivist theory as a way to make learners
construct meaning from information and other kinds of input. Moreover, from the point of view of the
instructional model proposed by Burner en 1996 (Discovery Learning) teaching Sciences encourage
independent thinking and analytical reasoning to augment their problem solving skills, and encouraging
students to not just memorize. Thus, a way of teaching sciences is using questions like “why?..how?”
to satisfy the curiosity of the student, instead of assuming the instructor is always right. Also, the
classroom discussions are very useful and led to several intellectually stimulating questions with
arguments which are not easy to answer. Obviously, the teacher is always to provide hints to building
on what they know, and lead them to the answer by making them think logically. It if is necessarily
with support bilingual. Needless to say, teaching sciences strongly advocate design projects involving
student groups, which provide with vital opportunities to effectively work between limited English
proficient students, and students for whom English is their first language at home. It is because several
industries where students find employment emphasize the need for a “team player with good
interpersonal skills”[7][8].
Finally, limited English proficient learning has always become an important work-field both in
schools and other private sectors dealing with language teaching and mathematics-science learning
process. Limited English proficient learning is a process which is affected by many factors, as such,
culture, heredity, learner’s environment both in and out of school. That is why, the teacher has a great
responsibility to analyze mathematics/science problems/curricula for its accessibility or
comprehensibleness to bilingual learners; and develop strategies for making the content
comprehensible in line with the principles for effective instruction for Mathematics-science learning
with limited English proficient in at-risk school environments.

[8]
DEVELOPING EFFECTIVE TEAM PLAYERS WITH GOOD INTERPERSONAL SKILLS. Andrew J Johnstone
Cranfield University, United Kingdom, 2006
[9]
HARVARD BUSINESS REVIEW ARTICLE, Leveraging Your Team's Interpersonal Skills, by Timothy Butler,James5

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