I’m posting this article from the NY Times Sunday magazine as it’s relevant to the discussions we’ve been having surrounding culture and poverty. The disparity between these two schools reminds me of the disparity between my Level 5 school and the Level 2 school in my district.
Please take a moment to take this quick survey. I’m trying to gather anecdotal information about people’s experiences working with second language leaners. You may have to cut and past link into your address bar.
https://docs.google.com/forms/d/1M0UPs1We0lznKk0TQm8UuK2J_SwvtFRad8kSuk4kZto/viewform
In this article, Rochelle Guttierez introduces a framework for equity that includes access, achievement, identity and power. She discusses why it is important to think about the mathematics language connection as it either prevents or allows access to quality classroom instruction.
Rochelle Gutiérrez is an Associate Professor at the University of Illinois at Urbana-Champagne and her research focuses on equity in mathematics education, race/class/language issues in teaching and learning, effective teacher communities and social justice.
In this video Harold Asturias introduces how and why the English language in the mathematics class becomes a barrier for second language learners.
[youtube]http://youtu.be/avz7zoHkdyo[/youtube]
Harold Asturias
Professional Developer for K–12 teachers who teach mathematics, particularly to students from under-represented and under-served groups.
NCSM is the National Council of Supervisors of Mathematics. They host an annual conference called Ignite which brings together innovative math educators who share in various ways, their expertise and insight into math education.
Connecting mathematics and English language development, equity in mathematics education.
Here is the link for the book about working with traumatized children we are discussing in our Wednesday seminar PLC. There is a lot of useful information in here; it is a resource worth ordering.
