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Lesson opening.

Lesson opening.

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Project Mathematics and English Language Development (MELD) is a sixth-grade mathematics intervention aimed at supporting English learners’ (ELs) development of academic language and mathematical knowledge. This article describes the MELD scaffolds and strategies for ELs with multiple examples, as well as survey and focus group data on the effectiv...

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... closings were used to recap key information from a lesson and, as was the case with the openings, asked students to fill in relevant information related to what they had learned. Figures 2 and 3 contain a sample opening and closing, respectively. Although lesson openings were optional for teachers, most students reported that their teacher used them most of the time and that they were helpful for both reinforcing vocabulary and getting ready for the lesson. ...

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... Unfortunately, in a typical classroom, teachers focus on delivering the knowledge related to the subject area and do not necessarily spend time assessing students' literacy skills and their ability to fully comprehend the content (Galloway, 2016;Ryan et al., 2017). For example, in a math classroom, academic language is usually not the first priority for teachers, and when students are asked to solve "word" problems, they tend to miss the clues needed to solve these problems (Baird et al., 2020;Heppt et al., 2015). However, a consensus on whether academic language unequivocally influences student performance has not been reached yet (Galloway, 2016;Shaftel et al., 2006). ...
... In 2018, the National Center for Education Statistics (NCES) estimated the enrollment of ELLs in public schools to be around 5 million students or 10.2% of the student population (McFarland et al., 2018). Most of these students arrived in the U.S. at an early age or were born in the U.S. but did not learn English until they attended school (Baird et al., 2020;Kieffer, 2008;NCES, 2015). ELLs are estimated to gain conversational proficiency in English after a few years of being in the U.S. ...
... A later study by Abedi (2002) revealed that the impact of language proficiency on ELLs' standardized test scores was greater in content areas where a higher level of language was required. Several previous studies suggested that ELLs can possibly attain comparable performance to their peers in math when the language content is simplified (Baird et al., 2020;Caponera et al., 2016;Henry et al., 2014). Using a norm-referenced math instrument and computer-based math games, a study by Alt et al. (2014) concluded that there was a strong relationship between math test scores and high language demand for ELLs. ...
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The purpose of this study is to investigate the impact of academic language on the standardized test scores of special needs students and their peers in elementary (n = 1140) and middle (n = 451) public schools across the state of Georgia. Several univariate (ANOVA) and multivariate (MANOVA) analyses of variance are conducted on student classification (English language learners “ELL”, non-ELL, students with disabilities “SWD,” non-SWD, economically disadvantaged students “EDA”, and non-EDA) and student test scores in ELA, math, science, and social studies. Univariate (ANCOVA) and multivariate (MANCOVA) analyses of covariance are also conducted where ELA is treated as a predictor of students’ test scores in math, science, and social studies. MANOVA results reveal that the combined-subjects modeling of student test scores is significantly different by student classification with relatively large effect sizes (0.44 to 0.63) for all grade levels. Follow-up ANOVAs indicate that individual modeling of core subjects is significantly different by student classification, with effect sizes between 0.37 and 0.61. The results of ANCOVA and MANCOVA suggest a statistically significant effect of ELA on student test scores results. SWD and ELL groups benefit the most when controlling ELA test scores.
... Indeed, Clements et al. (2018) found that children developed their geometric thinking only when discourse was focused on the properties of shapes. Further support comes from studies conducted on ELL students showing improvement in math skills after improving vocabulary knowledge (Beal et al., 2010;Lubienski, 2007;Luevano & Collins, 2020;Martiniello, 2009) and other language aspects (Baird et al., 2020), suggesting that language help to describe geometric objects promotes the ability to communicate (Caspi & Sfard, 2012;Sfard, 2008). ...
... As such, an increasing number of scholars and policymakers have been calling for pedagogical approaches where multilingual learners' cultures, languages and experiences are understood as resources or assets for mathematics learning (Barwell, 2018;Beacco et al., 2016;Planas, 2018). In the last decade, the number of guides and articles for Math teachers has also increased (see for example, Baird et al., 2020: Chval et al., 2021Kersaint et al., 2013;Mesta & Reber, 2019). In Ontario, various guides for teachers (see for example Ontario Ministry of Education, 2008) propose programme adaptations to meet the needs of multilingual learners. ...