ESOL in Every Minute of the School Day

Childhood Education, Winter 2004/2005 by Szecsi, Tunde, Giambo, Debra A

Math

In math instruction, abstract ideas can be made more concrete in various ways while simultaneously promoting language development. Concepts and terms, such as "addition" and "subtraction" and "add," "sum," and "how many," can be made more tangible and strategically emphasized by using manipulatives. Measurement concepts and comparing and contrasting are made more concrete with the use of water in a jug, while introducing and reinforcing language related to measuring (e.g., "pour," "ounces"), comparing (e.g., "more than," "less than," "same," "different," "equal"), and estimating ("I think this is about half a gallon"). For LEP students, such concrete examples can provide comprehensible input by reducing reliance on language. Furthermore, concrete objects make it easier to demonstrate understanding without the need for full language proficiency, making assessment more direct for both teacher and student.

Literacy can be incorporated with lessons using manipulatives through the use of trade books that illustrate the concepts being taught and writing the vocabulary on the board. Guided writing following the lesson also can illustrate the use of the targeted math language, such as "We had 2 beans. We added 3 beans. Then, we counted 5 beans. So, 2 3 = 5" or, "There is more water in the gallon jug than in the half gallon jug. A gallon is bigger than a half gallon."

Science

The Language Experience Approach (LEA; Hall, 1981) can be incorporated with science lessons to promote learning and language development. While LEA is often promoted for native English speakers (Gunning, 2003), it is also beneficial for LEP students (Moustafa & Penrose, 1985). Creating a common experience for children provides fodder for writing and reading, and experiences that build on children's background knowledge create context-embedded language learning situations. Such experiences could include a class walk outside to observe seasonal changes or a science experiment that involves watching larvae becoming butterflies. Upon completing the experience, the teacher chooses the type of writing that best fits the purpose (e.g., sequence, description, instructional) and the class can be guided through a teacher-led discussion and writing experience using chart paper.

This writing piece can be the impetus for further language and literacy work. The repeated use of relevant words (e.g., "leaves," "buds," "wings") can help develop students' vocabulary. Strategic use of verb tenses can improve students' verb conjugations. For example, deliberate and repeated use of statements such as, "The leaves change color in the fall," promotes correct use of present tense verbs; past tense can be used to discuss past activities, such as, "Then, we opened the window to set the butterflies free."

Literacy work based on the written piece naturally follows. Repeated readings gradually increase sight word recognition and fluency. LEP students benefit from opportunities to imitate phrasing and intonation used when reading sentences and questions. Smaller pieces of the written work are useful for promoting literacy development, such as teaching print concepts, sight words, phonics, and punctuation.