1. Bernd R. Ferner Portland State University German American School of Portland FernerB@pdx.edu

2. Outline Personal Background Opening Activity Cultural and Linguistic Challenges Action Research Recommendations Classroom Activities Q & A

3. Opening Routine Theme Song Time to get ready (Teacher & Students) Traffic Lights Checking in Housekeeping Game Energizer Motivation Getting focused

4. How are you doing? What’s your color? Green = well Orange = O.K. Red = not well

6. A Deck of Cards – A Math Problem? What is the probability of drawing an ace of hearts from a regular deck of cards?

7. Brainstorming Please discuss with the person next to you: language challenges that a student might face in solving this math problem. culture-related challenges for students

8. A Deck of Cards – A Language Problem! Mathematical Language probability General Language drawing Cultural Language deck of cards ace of hearts

9. Answers: United States: 1/52 Germany: 1/32 Switzerland: 1/36 Mexico: 1/40

10. Mathematical Challenges Concept understanding / Basic Skills Digits, Computing, Units Experience of the students Are the students familiar with the context? Spending money to buy clothes? Language challenges Vocabulary is irrelevant for the students What is a cow pen?

11. The influence of cultural learning activities and second language instruction on 4 th and 5 th graders’ learning progress in mathematics in a two-way-immersion program.

12. The needs of students from a multicultural background in a mainstream classroom can only be addressed by implementing language immersion strategies in all subjects areas.

13. Research Questions What are the effects of additional cultural and language learning activities on math learning? What are the effects of embedded cultural and language learning activities on math learning ?

15. Setting Private school in a suburban location (Pacific Northwest) Student-teacher- ratio 12:1 Two-way-immersion school (80:20) Strong cultural / linguistic family background 5th grade: embedded language instruction 4th grade: add-on language instruction

16. Assessments Parent and student questionnaires Teacher-prepared tests on cultural, linguistic and mathematical knowledge and skills Report cards and progress reports “Take your stand” activity / Traffic lights cards Student self-evaluation Exit slips

17. Teaching Strategies Cultural awareness and cultural learning in all areas Language learning in all subjects Vocabulary, grammar, reading and comprehension Cross-curricular learning Cooperative learning methods Teacher cooperation / feedback Making content matter to the students Safe learning environment HAVE FUN!

18. Build Relationships! Care for your students!

19. Research Cross-cultural and interdisciplinary learning supports language development (Genesee, 2008) Language learning embedded in subject curricula supports language development (Lyster, 2007) Cooperative learning supports ELL students (Coggins, 2007) The effective reader has clear understanding of mathematical concepts (Barton and Heidema, 2000)

20. Findings Language learning embedded in subject curricula supports content learning concept understanding students’ confidence An isolated language approach does not affect concept understanding or content learning Cooperative learning strategies and a cross-curricular approach enhances learning.

21. Conclusion Language instruction in subject areas supports literacy and language development of all students. Cultural and language instruction support learning in all subject areas, e.g. math. A culturally inclusive school environment supports learning.

22. Recommendation Address students’ experience and cultural background Create learning experiences that engage students Teach language in every subject area

23. Building vocabulary and reading skills

24. Color Coding This math sentence represents the total number of cow legs in the cow pen. If you know that □ represents the number of cows and there are 12 cows in the pen, what does the ▲represent? □ x ▲= 48 A. The amount of grain the cows eat. B. How much milk each cow gives. C. The number of legs on each cow. D. The total number of legs in the pen. 2008-2010 Sample Test, Grade 5 Oregon Department of Education

25. Mark the Stepping Stones This math sentence represents the total number of cow legs in the cow pen. If you know that □ represents the number of cows and there are 12 cows in the pen, what does the ▲represent? □ x ▲= 48 A. The amount of grain the cows eat. B. How much milk each cow gives. C. The number of legs on each cow. D. The total number of legs in the pen. 2008-2010 Sample Test, Grade 5 Oregon Department of Education

26. Identify the Context This math sentence represents the total number of cow legs in the cow pen. If you know that □ represents the number of cows and there are 12 cows in the pen, what does the ▲represent? □ x ▲= 48 A. The amount of grain the cows eat. B. How much milk each cow gives. C. The number of legs on each cow. D. The total number of legs in the pen. 2008-2010 Sample Test, Grade 5 Oregon Department of Education

27. Identify the Math Problem This math sentence represents the total number of cow legs in the cow pen. If you know that □ represents the number of cows and there are 12 cows in the pen, what does the ▲represent? □ x ▲= 48 A. The amount of grain the cows eat. B. How much milk each cow gives. C. The number of legs on each cow. D. The total number of legs in the pen. 2008-2010 Sample Test, Grade 5 Oregon Department of Education

28. Student-Made Dictionary Reference Learning tool Use the word Definition and Illustration

29. How to use the Dictionary Example: acute triangle Guess a definition Discuss your definition with a partner Verify your definition if necessary (internet, dictionary) Write the answer in your dictionary Make an illustration

30. Reward System Students get rewards for Asking for help Providing help Looking up words Adding a word to their dictionary

31. Ideas to Engage Students Create a money and bank system in the classroom Students can earn and spend money Writing workshops to create story problems Create context in the classroom Walk race School survey

33. References Barton, M. L. & Heidema, C. (2000). Teaching reading in mathematics [microform] : A supplement to "Teaching Reading in the Content Areas Teacher's Manual (2nd Ed.). [S.l.] : Distributed by ERIC Clearinghouse. Coggins, D, Kravin D., Coates, G. & Carroll, M. (2007). English language learners in the mathematics classroom. Thousand Oaks, CA: Corwin Press. Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Buffalo, NY: Multilingual Matters Ltd. Genesee, F. (2008) Learning to read in a second language: Immersion Education: Pathways to Bilingualism & Beyond. Plenary Speaker CALRA Immersion Conference Nov.08. St Paul, MN Gravelle, M (2005) Bilingual Learners: Bilingualism, Learning and Inclusion Retrieved 3 rd March 2006 from http://www.multiverse.ac.uk/attachments/044c80df-5005-44ac-a4b2-cec23fc51668.pdf Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. Amsterdam/Philadelphia: JohnBenjamins. National Association of Bilingual Education (2004). Education Retrieved April 7, 2008 from http://www.nabe.org/education/index.html Oregon Department of Education (2010) Sample Test 2008 – 2010, Grade 5, Retrieved April 10, 2010 from http://www.ode.state.or.us/search/page/?=441 Ovando, C. J. (2003). Bilingual education in the United States: Historical development and current issues. Bilingual Research Journal (27:1). Tiedt, P. L. & Tiedt, I. M. (2010). Multicultural Teaching: A Handbook of activities, information, and resources. (8th ed.) Pearson Education, Inc.