Restricted Access Thesis
The purpose of this study was to determine how math language lessons can be pre-taught in order to make them more accessible for beginning and intermediate English language learners. For six weeks students were observed using a rubric in order to gauge on-task behaviors during whole class math language lessons for which they had not and had been pre-taught. The students were also given two-minute interviews at the end of each math language lesson during the study, and students’ classroom teachers were interviewed at the end of the study to capture their observations of students’ performance during math language lessons without and with pre-teaching and during general math lessons. Observation rubrics and student and teacher interview results were analyzed for common themes that occurred. The results of the study appear to suggest that pre-teaching is effective for increasing student on-task behaviors during math language lessons.
Plas, Michelle Vanden, "Pre-teaching math language lessons for the success of English language learners" (2009). School of Education and Leadership Student Capstone Theses and Dissertations. 389.
School of Education Student Capstone Theses and Dissertations