Differentiating Mathematics Instruction for Secondary‐Level English Language Learners in the Mainstream Classroom

Cardimona, Kimberly

doi:10.1002/tesj.303

Cited by 6 publications

(3 citation statements)

References 27 publications

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“…This is also true in the case of other participants. In her study examining interactions between secondary ELLs engaged in math peer tutoring sessions, Cardimona (2018) states that most teachers of mathematics have minimal or no training for working with ELLs.…”

Section: Discussionmentioning

confidence: 99%

Teaching in Linguistically and Culturally Diverse Classrooms in Canada: Self-Efficacy Perceptions of Internationally Educated Teachers

Vidwans¹,

Faez²

2019

TESL Canada

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Set in Ontario, which is the most diverse province in Canada, this study (N = 76) examined Internationally Educated Teachers’ (IETs) and non-Internationally Educated Teachers’ (non-IETs) sense of self-efficacy for providing linguistically and culturally inclusive pedagogy in K-12 classrooms. Theories of self-efficacy and culturally responsive pedagogy frame this research. This study employed a quantitative 40-item survey to compare teachers’ self-efficacy perceptions of general pedagogy and culturally responsive pedagogy. Results show that while both groups were equally consistent in their self-efficacy perceptions for providing general pedagogy, IETs reported significantly higher self-efficacy for providing culturally responsive pedagogy. Réalisée en Ontario, la province la plus diversifiée du Canada, auprès d’enseignantes et enseignants formés à l’étranger (IETs) et d’enseignantes et enseignants formés ailleurs qu’à l’étranger (non-IETs), cette étude rend compte de la mesure dans laquelle ces professeurs se sentent personnellement capables d’offrir efficacement une pédagogie linguistiquement et culturellement inclusive dans les salles de classe de la maternelle à la douzième année. Éclairée par des recherches dans les domaines de l’auto-efficacité et de la pédagogie adaptée aux réalités culturelles, cette enquête quantitative basée sur la réponse à 40 questions a permis de comparer les perceptions d’auto-efficacité des enseignantes et enseignants à l’égard de la pédagogie en général et de la pédagogie adaptée aux réalités culturelles. Les résultats de l’enquête indiquent que, alors que les sentiments d’auto-efficacité des membres des deux groupes étaient uniformes quant à la pédagogie en général, les enseignantes et enseignants formés à l’étranger se sentent considérablement plus à même d’offrir une pédagogie adaptée aux réalités culturelles.

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Section: Discussionmentioning

confidence: 99%

Teaching in Linguistically and Culturally Diverse Classrooms in Canada: Self-Efficacy Perceptions of Internationally Educated Teachers

Vidwans¹,

Faez²

2019

TESL Canada

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“…Teachers' desire to provide an equitable learning experience is guided by their preferences and familiarity with the instructinal practices (Irby et al, 2018). Even veteran teachers find it difficult to use research-based practices to create learning environments for diverse learners (Cardimona, 2018). Teachers' lack of confidence in implementing strategies for these diverse learners often causes them to favor strategies based on feasibility (Andrei, Ellerbe, & Cherner, 2015).…”

Section: Literature Review To Support the Problemmentioning

confidence: 99%

Adopting Instructional Strategies for English Language Learners in Elementary Classrooms

Olds¹,

McCraney²,

Panesar-Aguilar³

et al. 2021

WJE

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In an Eastern U.S. school district, little is understood about how elementary general education teachers apply instructional strategies for English Language Learners (ELLs) in the classroom and which strategies they perceive support academic achievement. The purpose of this basic qualitative study was to explore elementary general education teachers’ reported application of ELL instructional strategies and their perceptions of how those strategies support ELL academic achievement. The study’s conceptual framework consisted of Vygotsky’s sociocultural theory, which infers that learning is a social process guided by interactions with one’s environment, people, and culture. Also framing this study was Krashan’s second language acquisition theory (Long, 1983), which infers that language is attained though one’s strong desire to interact with the world around them. Two research questions were used to investigate the reported ELL instructional strategies used by teachers and how teachers perceive those strategies support ELLs’ achievement. Semistructured interviews were conducted with 11 elementary general education teachers. Volunteers were recruited from schools having ELL populations of 30% or more. Interview data were analyzed by using open and a priori codes and thematic analysis. The findings indicated that participants used familiar instructional strategies and consistently applied them for the whole class. Additionally, participants perceived ELLs’ academic confidence and connecting concepts with their primary language as important to academic achievement. This study contributes to positive social change through a deeper understanding of the ELL instructional strategies that may benefit elementary teachers and stakeholders.

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“…Regardless of disability status, ELLs (particularly those who are Hispanic/ Latinx) drop out of high school 2.5 times more frequently than white, English dominant peers (Cramer, Gonzalez & Pellegrini-Lafont, 2014). This is problematic because the negative implications of dropping out of school include fewer career opportunities, poverty, and an increased risk of incarceration (Cardimona, 2018;Cramer, Gonzalez,& Pellegrini-Lafont, 2014;NCES, 2019). Special education teachers, like general education teachers, are expected to offer high-quality mathematics instruction to all of their students.…”

Section: Statement Of the Problemmentioning

confidence: 99%

The investigation of the self-efficacy of special education teachers who teach mathematics to English language learners with disabilities

Kamuru¹

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Of the English Language Learners (ELLs) in USA K-12 schools, 665,000 are identified as having a disability. In mathematics, ELLs with disabilities have significantly lower outcomes than English dominant, and non-disabled peers. Numerous studies over four decades have linked student outcomes to teacher self-efficacy (i.e. belief in ability to perform a task for expected outcomes). Considering many ELLs with disabilities receive mathematics instruction from special education teachers, there are questions about the self-efficacy of these teachers to provide quality instruction, since there are few studies focused specifically on preparing or supporting special education teachers to teach mathematics to ELLs with disabilities. The purpose of this dissertation is to examine in-service special education teachers' overall self-efficacy in teaching mathematics in teaching any student with a disability and in teaching ELLs with disabilities in culturally and linguistically responsive ways. One hundred seventeen special education teachers from 9 states were recruited for this study which utilized surveys and follow up interviews. Six participants, chosen for having low or high self efficacy in teaching mathematics to any student with a disability or in teaching mathematics to ELLs with disabilities, were interviewed about factors which were helpful or harmful to their self-efficacy. Themes from the data included (a) teacher preparedness, (b) student characteristics, (c) teaching pedagogy, (d) building culture, (e) overall teacher disposition and (f) culturally responsive pedagogy.

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Differentiating Mathematics Instruction for Secondary‐Level English Language Learners in the Mainstream Classroom

Cited by 6 publications

References 27 publications

Teaching in Linguistically and Culturally Diverse Classrooms in Canada: Self-Efficacy Perceptions of Internationally Educated Teachers

Teaching in Linguistically and Culturally Diverse Classrooms in Canada: Self-Efficacy Perceptions of Internationally Educated Teachers

Adopting Instructional Strategies for English Language Learners in Elementary Classrooms

The investigation of the self-efficacy of special education teachers who teach mathematics to English language learners with disabilities

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