Strategies for Making Math More Accessible for Multilingual Learners Session I (part 1 of 3)

Strategies for Making Math More Accessible for Multilingual Learners Session I (part 1 of 3)

This session is the first part of a three part Math series. The activities will be distinct in each session. Teachers will receive evidence-based strategies and share ideas on how to analyze language and content demands within the context of mathematics. We will  share strategies, examine the language demands within the context of mathematical tasks and identify potential adaptations for multilingual learners across English Proficiency Levels. We will be leveraging the tools from Math for All to build a common understanding around the neurodevelopmental framework and recommendations in the Institute of Education Sciences’ Practice Guide Teaching Academic Content and Literacy to English Learners in Elementary and Middle School as it applies to mathematics learning and teaching. Additional supplemental resources will be leveraged such as Academic Language in Diverse Classrooms: Mathematics, Grades K-2 and 3–5: Promoting Content and Language Learning (Gottlieb & Slavit, 2013). This workshop content will be beneficial for ESL/Bilingual Teachers, Dual Language Teachers or General Education Teachers who would like to learn more about how to support their multilingual learners as they learn mathematics.