With my colleague Erika Guaba-Roldan from West Las Vegas Schools in New Mexico, I presented this webinar outlining a science lesson that supports secondary English Learners in exploring disciplinary core ideas, cross-cutting concepts, and science and engineering practices. The webinar was sponsored by the Region 13 Comprehensive Center.
With Nicole Erdelyi from Rio Rancho Public Schools in New Mexico, I presented a webinar outlining a lesson designed for distance learning environments that incorporates supports for English Learners to fully participating in making sense of mathematics and engaging in mathematical practices. The webinar was sponsored by the Region 13 Comprehensive Center.
In this webinar, my colleague Martha Palacios and I offered some ideas for supporting secondary English Learners to engage in science and engineering practices during distance learning. The webinar was sponsored by the Region 15 Comprehensive Center.
As part of the Region 15 Comprehensive Center’s webinar series on supporting English Learners in distance learning, I presented this webinar. I offered some ideas for educators to challenge and support English Learners to engage in mathematical practices during distance learning.
Leslie Hamburger and I published an article in the new special issue of NYS TESOL Journal focused on Second Language Acquisition. Our article, entitled “Taking Math to Task” provides tools with which to critique the communicative opportunities offered by common math tasks. The abstract is pasted below:
Drawing upon task-based learning designs from second language acquisition, we critique how mathematics education has primarily conceived of tasks as problems to be solved. We extend the notion of communicative gaps (e.g., opinion and information) into a framework that considers the flows of information that tasks
structure and facilitate. We then employ the analytic framework to examine collaborative mathematics tasks from three popular middle school curricula. Such a framework offers educators tools for assessing the extent to which existing curricula provide English learners with challenging and well-supported opportunities to communicate about mathematics. Based upon this initial survey of the field, in terms of mathematical and language development opportunities we offer next steps and alternatives for curriculum designers and teachers to consider as they create mathematical tasks for English learners.
The article is available freely online.
With Leslie Hamburger, I wrote this article for the 2019 “Making Math Social” Focus Issue of Mathematics Teaching in the Middle School, the practitioner journal for the National Council of Teachers of Mathematics.
In the article, we describe and provide examples of five types of interactive task designs that challenge and support English Learners as they engage their peers in dialogue exploring mathematical ideas and practices.
Please cite as: Chu, H. & Hamburger, L. (2019). Designing mathematical interactions for English Learners. Mathematics Teaching in the Middle School, 24, 218-225.
With Rebecca Perry, I presented at the Critical Issues in Mathematics Education 2017 conference. We shared different observation instruments that enable stakeholders such as district coaches and classroom teachers to focus on the opportunities students, and English learners in particular, are offered to participate in different ways to grapple with important mathematics.
I participated in a poster session focused on collaborations to improve opportunities and outcomes for English Learners at the annual meeting of the American Educational Research Association in Washington, DC.
Our partnership with a large, urban school district in enabled us to identify both district-level patterns and school level practices to support the success of adolescent newcomers at the secondary level.
I participated in a symposium entitled Building Expertise for Teachers of English Language Learners in the 21st Century at the Annual Meeting of the American Education Research Association.
My paper focused on what three teachers noticed, adjusted, and learned in completing three cycles of collaborative coaching.