Effective ways to embed the L1 into a Math curriculum to increase the performance of English Language Learners in Math standardized exams.

Abstract

Since No Child Left Behind (NCLB), the goal was to have 100% of all students, including English language learners (ELLs), to meet state standards by 2013-2014. ELLs are expected to progress at the same rate as native English speakers, not taking into account that these students are in the process of learning a new language. ELLs are not given enough time to gain the academic vocabulary needed to pass the NYS standardized tests (Solórzano, 2008). Some teachers would say that ELLs need as much exposure as possible to L2 input during limited class time, which is why some opt out from using the L1 in the classroom (Schweers, 1999). Other teachers are pressured to have students meet the standards and pass the NYS standardized test in order to meet AYP, that they are not incorporating effective strategies into their instruction. Research has shown that students perform better when they are allowed to use their native language in the classroom (Lightbown & Spada, 2006; Pica, 1994). It is beneficial to embed the use of the L1 during class instruction because Ells struggle with the English language and rely on their L1 to communicate and grasp concepts being taught. The purpose of this curriculum project, therefore, was to develop a curriculum where the L1 has been incorporated into math lessons. Doing so may assist in teaching concepts to ELLs more successfully which in turn may help increase the performance of ELLs on the NYS Math exam. This curriculum project was designed for teachers to use with 3rd grade ELLs.