Language of Language Arts Guide

Challenges in Teaching Language Arts

It is important to be aware of the challenges ELL students face in each content area.

Specifically, the supports provided below will assist students who struggle with English

language arts. In Assessing English Language Learners: Bridges to Educational Equity by

Margo Gottlieb, it states that “For ELLs, although language development is a vehicle toward

reaching that goal, it often becomes entangled with content in getting there.” As educators, we

must understand challenges that students face within each content area in order to avoid, or

lessen the impact of, the “entanglement” the author mentions. For instance, in language arts,

students often struggle with words or concepts that have multiple meanings. These meanings are

often deciphered by the context of the situation or the text. For an ELL student, this process may

not be as quick as it is for a native English speaker. Teachers should recognize these words and

clarify their meaning for students. Another challenges ELL students face is word order and

sentence structure, many cultures have different ways of structuring sentences which can present

challenges when reading and writing. Figurative language such as idioms and symbolism, can

also be an obstacle for students. These elements are important to keep in mind when teaching

and assessing language arts in the classroom.

Instructional Supports
· Provide Graphic Supports for Students (Gottlieb, 2016).
The textbook suggests the following graphic supports: Venn diagrams for different genres,
characters, or examining two or more texts. T-charts for making claims, organizing facts and
opinions, or deciding main ideas and details. Cycles to connect a series of events in
informational texts or plots revolving around the same time period. Cause and effect for events
and consequences of characters and different kinds of text. Finally, semantic webs can be used
for words with multiple meanings or word families.
· Point to Words in the Text as you Read (“Supporting ELLs,” n.d.).
This could be helpful for students to see the word that you are saying. It is also helpful for ELL
students that are learning how to read from left to right.
· Use Visuals and Manipulatives to Enhance the Reading Experience (“Supporting
ELLs,” n.d.).
Props such as puppets, or visuals like pictures or flannel board pieces could enhance the
student’s comprehension.
· Give Students a “Language Toolbox” (Schwartz, 2021).
A language toolbox is a notebook that contains illustrated vocabulary words that students can
reference or add to as they learn.
· Write Frequent Keywords (Schwartz, 2021).
Write common words that come up during reading or in text to allow students to gain a better
understanding. The teacher could also provide an image for a visual.
· Provide Sentence Frames for Students that are Citing Evidence from the Text
(Gottlieb, 2016).
Sentence frames such as “On page_____ it states that_________” would allow students to
practice citing evidence and engage with the text.
· Provide word/phrases/sentences or Learning Walls (Gottlieb, 2016).
This support would allow students to have a reference. It would also provide the opportunity to
engage in whole class discussion as the words are added to the learning wall.
· Explain Multiple Meanings and Idiomatic Expressions (Gottlieb, 2016).
Teachers should take time to clarify the meaning of the word in the specific context and explain
any idiomatic expressions to avoid confusion.

List of Ideas to Measure and Assess the Language of Language Arts

· Ask Students to Point to Illustrations (“Supporting ELLs,” n.d.).

To assess comprehension, ask students questions that have the answer in the text. This will allow

them to respond to the question by referencing a picture in the book.

· Allow Students to Generate Posters (Gottlieb, 2016).

Students can demonstrate their understanding of the material through a visual such as a poster or

an infographic.

· Allow Students to Demonstrate Understanding through Oral Language (Gottlieb,

2016).

Students can make oral presentations to answer questions or summarize text.

· To Assess Grammar Comprehension, Allow Students to “Edit Writing” (Licain,

2023).

Give students an excerpt of text with grammatical mistakes and ask them to correct it. This

would provide students with the opportunity to familiarize themselves with grammar concepts.

· Use Content Logs to Write Down Relevant Concepts (Licain, 2023).

As students read, they can write down information about their learning or concepts they want to

know more about using a content log to document their writing. The student could also draw an

image to better fit their needs. This will help the teachers see the student’s understanding of the

text and where they are struggling.

 References
Gottlieb, M. (2016). Assessing English Language Learners: Bridges to Educational Equity (2nd ed.).

SAGE Publications, Inc. (US). https://online.vitalsource.com/books/9781506342146

Licain, S. (2023, June 14). Measuring Growth: 5 Ways to Start Assessing English Language Learners

Without Tests. FluentU English Educator Blog.

https://www.fluentu.com/blog/educator-english/assessing-english-language-learners/

Schwartz, J. (2021, October 21). 10 strategies that support English language learners across all

subjects. Edutopia. https://www.edutopia.org/article/10-strategies-support-english-language-

learners-across-all-subjects/

Supporting ells in the mainstream classroom: Reading instruction. (n.d.). Reading Rockets. Retrieved

October 10, 2023 from

https://www.readingrockets.org/topics/curriculum-and-instruction/articles/supporting-ells-

mainstream-classroom-reading-instruction#:~:text=Visual%20depictions%20of%20information

%20allow,each%20sentence%20and%20illustrate%20it.
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 Language of Math Guide

Challenges in Teaching Mathematics

There are various obstacles ELL students face when learning mathematics. In every

content area taught, there are likely cultural differences that present a challenge for EL students.

In mathematics, symbols are represented differently in some cultures such as the variation in the

use of decimals and commas (Gottlieb, 2016, p. 70). Along with this, there are many vocabulary

terms used to represent similar words. For instance, the word “subtraction” can also be “reduce,”

“minus,” or “take away” which can be hard for EL students that have less experience with syntax

in the English language. Additionally, the text presents the idea that an EL student may be

confused by a word that has more than one meaning. The example that is used in “Assessing

English Language Learners: Bridges to Educational Equity” by Margo Gottlieb is table which

can be a common household item, a times table, table of contents, etc. An English Language

learner may have difficulty comprehending these multiple meanings (Gottlieb, 2016, p. 71). It is

important that educators provide support when teaching mathematical terms, this can ensure the

student has the tools necessary to support their mathematical skills. Along with mathematical

terms, Educators should also keep in mind that the structure of a word problem may be difficult

for ELL students to break down. If the words in the problem are unfamiliar, the student may

spend more time trying to figure out the words in the problem rather than focusing on the

concept they are trying to master.

Instructional Supports
 · Introduce and reinforce each vocabulary word independently within the problem
(Gottlieb, 2016).
This support can help ELL students that struggle with manipulating the syntax and help them
understand the interchangeable
· Implement routines that break down word problems (Blankman, 2021).
Teaching students how to break down and understand word problems efficiently can eliminate
confusion for the student.
· Use sentence frames (Blankman, 2021).
An example used in this article is “This polygon (is/is not) a quadrilateral because
____________.” This sentence frame is content-specific and allows the teacher to assess
understanding without the stress that can be brought on by vocabulary.
· Use manipulatives that are specific to math (Gottlieb, 2016).
Examples of manipulatives could be: rulers, clocks, compasses, protractors, scales, etc.
· Clarify academic language, specifically words that have multiple meanings
(Gottlieb, 2016).
The book uses the example of the word left. The teacher may ask “How many apples are left?”
and the student might be confused because they may mistake the word left for the directional
phrase. In a lesson, the teacher can clarify the meaning of their words.
· Use Visual and Vocabulary Supports (Ferlazzo, 2023)
The educator would display visual and vocabulary supports to help the student recall specific
terms that appear often in mathematical word problems.
· Access Prior Knowledge (Ferlazzo, 2023)
The educator should build off what students already know. In addition to this, the educator could
build off prior experiences that the student may be able to relate to.
· Allow students to have a low-stakes conversation space (Blankman, 2021).
If students can practice mathematical problems or work through a problem with a peer, it would
create a low-stakes environment that could take the pressure off of the student and allow them
time to practice the content.

List of Ideas to Measure and Assess the Language of Mathematics

· Use Data Effectively (Ferlazzo, 2023)
The educator should preassess the students to understand their prior knowledge. They should
also collect data throughout the learning process to track the student’s progress.
· Consider the linguistic complexity of math story problems (Gottlieb, 2016).
Keeping this factor in mind will ensure that the student is being assessed on their mathematical

ability. If the word problem is too complex, this may hinder the student’s ability to correctly

answer the question.

· Provide questions that the student can answer in gestures or drawings (Blankman,

2021).

Depending on the student’s English capabilities this can provide a way for ELL students to

answer the math problem.

· Allow the student to respond verbally

The teacher would ask the students the math problem they are being assessed on and the student

would provide a verbal answer to show their understanding. The student could explain their

problem-solving process as well.

· Create a visual that demonstrates understanding

This provides the student with a creative opportunity which could cultivate engagement. The

student could make an infographic/poster that shows their understanding. For example, if they

were working on less than or greater than, they could make the alligator mouth open up wide on

the side with the greatest numerical value and color it in.
 References

Blankman, R. (2023, August 1). 7 strategies for teaching math to students who are learning English.

English Language Learner (ELL) Strategies for Math | Houghton Mifflin Harcourt.

https://www.hmhco.com/blog/strategies-for-teaching-math-to-english-language-learners-ells

Ferlazzo, L. (2023a, August 31). Math is also a foreign language to English-learners. how to reach

them (opinion). Education Week. https://www.edweek.org/teaching-learning/opinion-math-is-

also-a-foreign-language-to-english-learners-how-to-reach-them/2023/08

Ferlazzo, L. (2023, September 15). 11 ways to make math instruction more accessible to English-

learners (opinion). Education Week. https://www.edweek.org/teaching-learning/opinion-11-

ways-to-make-math-instruction-more-accessible-to-english-learners/2023/09

Gottlieb, M. (2016). Assessing English Language Learners: Bridges to Educational Equity (2nd ed.).

SAGE Publications, Inc. (US). https://online.vitalsource.com/books/9781506342146

______________________________________________________________________________
 Language of Science Guide

Challenges in Teaching Science

According to Assessing English Language Learners: Bridges to Educational Equity

by Margo Gottlieb, “language is essential for successful engagement in the scientific practices.”

Through conversations, students are able to gain a better understanding of science and deepen

their learning experiences. As educators, we must provide students with opportunities to enhance

their learning. Understanding the challenges that students may face in specific content areas,

such as science, is important to provide students with supports that meet these challenges. In

science, the impact of culture is prevalent, for instance, culture influences our students’

perceptions of the world around them. The text references Native American culture. The

example provided is the categorization of plants, which in Native American culture is often

placed in categories for their function, this contrasts the structure in formal science that uses

classification (Gottlieb, 2016). Educators have the responsibility of honoring each students’

culture and utilizing the differences to broaden each other’s cultural understanding. Other

elements that are important to keep in mind for ELL learners in science is the challenges in

vocabulary through the introduction of new words and interpreting multi-step directions and
instructions. In science, the academic language used often introduces unfamiliar vocabulary and

providing supports can help students process the information better. Additionally, providing

clarification when giving directions is also crucial to provide a safe environment and ensure that

students are learning from the activities that are happening in the classroom. Understanding these

challenges can provide an opportunity to meet the needs of our ELL students and ensure the

educator’s ability to give direct instructions, provide resources for vocabulary, and be aware of

cultural impacts within the world of science.

Instructional Supports
· Allow Students to Interact with Real-world Materials (Gottlieb, 2016).
Real-world materials can be observed through observations of plant growth, decomposition,
and collecting items, which provides an enhanced learning opportunity.
· Use Videos and Multi-media to Help Students Understand Content (Gottlieb,
2016).
Multimedia combines audio and visual input in a way that can be engaging and help
students understand the material.
· Incorporate Interactive “Student-to-Student” Talk (Lappé & Dwyer, 2021).
Allowing students to interact with one another can broaden their understanding and introduce
them to new perspectives.
· Utilize Modalities such as Vocabulary Puzzles (Lappé & Dwyer, 2021).
Vocabulary puzzles include each piece of the puzzle to have the definition word, term, and
picture. It allows the teacher to scaffold based on the student’s language level and the puzzle
pieces can be introduced one piece at a time or all at once depending on instruction.
Additionally, they provide a hands-on experience and a reference tool.
· Incorporate Pictures in Lab Safety Instructions (Lau, 2019).
Safety instructions can include unfamiliar vocabulary and including pictures can help
students have a better understanding.
 · Label Important Objects in the Room (Lau, 2019).
This will allow students to become more familiar with terms and ensure safety. Examples of
objects to label could be tools, chemical disposal areas, or drawers with useful supplies. The
labels could be composed both words and pictures.
· Provide Picture Notes (Lau, 2019)
Picture notes either provide visuals for students or allow places for them to draw their own
visual to support their learning.

List of Ideas to Measure and Assess the Language of Science

· Students Can Use Labeled Drawings to Demonstrate Understanding.
Allowing students to draw what they see can be beneficial, and labels ensure student
understanding of the subject matter.
· Students Can Build a Model.
Creating a replication of the subject that was learned such as an ecosystem, solar system, or
roller coaster can allow students to understand the content and allow educators to assess the
student’s comprehension.
· Allow Students to Compare and Contrast Cultural Connections (Gottlieb, 2016).
Students can broaden their understanding of a subject by making connections from their prior
knowledge to the subject. The text shares an example of a student that might have an
experience with a natural disaster such as a tsunami which could give other students a better
understanding of the subject through peer-learning. Additionally, it allows students to
express their feelings or share an experience which will make the information more
meaningful.
· Ask Students to Point to Graphs, Diagrams, and Pictures.
Students can be given a prompt/question such as “Point to the mitochondria” to allow
students to demonstrate understanding in a low-stakes environment.
· Students Can Use Logs with Illustrations and Written Text (Gottlieb, 2016).
Creating a log or a science journal can help students keep track of important information,
show their understanding, and become familiar with academic language.
 References

Gottlieb, M. (2016). Assessing English Language Learners: Bridges to Educational Equity (2nd

ed.). SAGE Publications, Inc. (US). https://online.vitalsource.com/books/9781506342146

Lappé, G., & Dwyer, K. (2021, June 17). Using ell strategies in the science classroom.

Edutopia.

https://www.edutopia.org/article/using-ell-strategies-science-classroom/

Lau, B. (2019, December 4). Ten more tips for teaching ell science. Science and Math with Mrs.

Lau.https://www.scienceandmathwithmrslau.com/2018/10/ten-tips-teaching-ell-science-

2/