Second Look  Linguistically Diverse Students & ELLs 
Problem Solving and the English Language Learner
Techniques
that can be used to enhance mathematics instruction for English language
learners.
Podcast from NCTM's 2010 Annual Meeting in San Diego, California Effective
Strategies for Connecting Mathematics and Language for English Learners
Presenter: Harold Asturias

Differentiating Instruction in Mathematics for the English Language Learner Mathematics teachers need to provide explicit language instruction for students learning English. By differentiating instruction in mathematics, teachers can plan and provide instruction in mathematics with the goal of providing access to all students. Constructing knowledge leads to greater understanding and principles of language acquisition provide a framework to support differentiating the mathematics classroom. 
One Lesson, Many Facets Manipulatives and technology can model the scaffolding of language acquisition while teaching algebra and geometry.

Informing Practice: Designing Math Lessons for English Language Learners A fourcomponent process to teach mathematics to English language learners is explored. Researchbased strategies within each example illustrate how research can be turned into practice. 
Communication Standard for Grades 68 The middlegrades mathematics teacher should strive to establish a communicationrich classroom in which students are encouraged to share their ideas and to seek clarification until they understand. In such a classroom community, communication is central to teaching and learning mathematics and to assessing students' knowledge. The focus in such classrooms is trying to make sense of mathematics together. Explaining, questioning, debating, and sense making are thus natural and expected activities. To achieve this kind of classroom, teachers need to establish an atmosphere of mutual trust and respect, which can be gained by supporting students as they assume substantial responsibility for their own mathematics learning and that of their peers. When teachers build such an environment, students understand that it is acceptable to struggle with ideas, to make mistakes, and to be unsure. This attitude encourages them to participate actively in trying to understand what they are asked to learn because they know that they will not be criticized personally, even if their mathematical thinking is critiqued. 