References
Kim, S., & Chang, M. (2010). Computer games for the math achievement of diverse students. Educational Technology & Society, 13(3), 224-232.
Kim & Chang states in their study that Computer games when used as an academic tool for learning can have different effects on diverse groups and gender. Though there is still not enough data from the study for the writers to definitely say the effects of computer games in classrooms are positive, they emphasized a need for future studies in this area. They did see that male ELL students performance better in classes with daily math computer games
Freeman, B. (2012). Using digital technologies to redress inequities for english language learners in the english speaking mathematics classroom. Computers & Education, 59(1), 50-62. doi:10.1016/j.compedu.2011.11.003
This article looks at the examination of the question “What is the impact of a digital math intervention on secondary ELL students’ mathematical capabilities and perceptions of their future possibilities?” (Freeman, 2012) Using qualitative data collected from ELL Hispanic students over the course of half a year, students’ math abilities were observed as they interact with digital math technologies.
Fry, R. (2007). How Far behind in Math and Reading Are English Language Learners? Report. Pew Hispanic Center.
In this article, Richard Fry analyzes results collected in his study into individual testing programs administered in American states about the status of ELL students. His report contains figures and charts of his findings. The data reconfirms NAEP’s revelation that ELL students struggle in math and reading skills when compared to white students.
Strategies for Teaching Science to English Language Learners. (n.d.). Retrieved August 13, 2017, from http://www.csun.edu/science/ref/language/teaching-ell.html
The article on this website, presents important and useful strategies that teachers can use to teach science to ELL students. It focuses on the need for these strategies due to the complex vocabulary that students, ELL and non-ELL, struggle with. It contains various skill building strategies and examples of tools that educators and/or facilitators can use.
Kim & Chang states in their study that Computer games when used as an academic tool for learning can have different effects on diverse groups and gender. Though there is still not enough data from the study for the writers to definitely say the effects of computer games in classrooms are positive, they emphasized a need for future studies in this area. They did see that male ELL students performance better in classes with daily math computer games
Freeman, B. (2012). Using digital technologies to redress inequities for english language learners in the english speaking mathematics classroom. Computers & Education, 59(1), 50-62. doi:10.1016/j.compedu.2011.11.003
This article looks at the examination of the question “What is the impact of a digital math intervention on secondary ELL students’ mathematical capabilities and perceptions of their future possibilities?” (Freeman, 2012) Using qualitative data collected from ELL Hispanic students over the course of half a year, students’ math abilities were observed as they interact with digital math technologies.
Fry, R. (2007). How Far behind in Math and Reading Are English Language Learners? Report. Pew Hispanic Center.
In this article, Richard Fry analyzes results collected in his study into individual testing programs administered in American states about the status of ELL students. His report contains figures and charts of his findings. The data reconfirms NAEP’s revelation that ELL students struggle in math and reading skills when compared to white students.
Strategies for Teaching Science to English Language Learners. (n.d.). Retrieved August 13, 2017, from http://www.csun.edu/science/ref/language/teaching-ell.html
The article on this website, presents important and useful strategies that teachers can use to teach science to ELL students. It focuses on the need for these strategies due to the complex vocabulary that students, ELL and non-ELL, struggle with. It contains various skill building strategies and examples of tools that educators and/or facilitators can use.