**Review of one journal article related to math instruction for ELs.**

Title: The Language Factor in Mathematics Tests

Author: Abedi, J. & Lord, C.

Address: Abedi J.& Lord, C. (2001). The language factor in mathematics tests. Applied Measurement in Education, 14, 219-234.

Rating Scale: Giant (3 Good)

Review: The purpose of this article was to evaluate whether or not there were significant differences in math performance of English language learners and native English speakers. Additionally, this study aimed to decide whether or not modifying linguistic structures in math test items affected learners’ performance. Investigating answers to these questions is important in order to understand how test performance in math can be increased for English language learners. The authors carried out their action research by administering original and revised math tests to 1,174 eighth grade students. This population included both native English speakers and those learning English as a second or additional language. The varied tests remained true to the math task as the original, only the word choice and/or word structure were altered. The researchers found that in modifying the following types of grammar, they were able to decrease the linguistic demand of the original math assessment: voice of verb phrase (from passive to active), length of nominals (reducing the long ones to make them shorter), conditionals (conditional sentences were replaced with separate sentences), questions (reduced wording), abstract presentations were made concrete. Their findings clearly state how groups of students performed on each tests, which test they preferred, and which test items in particular caused confusion. Their findings indicate that English Language learners performed slightly better on the revised math test. For educators, it is imperative that math educators of English language learners understand the significance of reducing the cognitive language demand, but not the cognitive content load for their EL population. With time and scaffolding of the language, the English language learner will not always need the same reduction of language demand.

Title: Math for ELL, How English Language Learners Boost Math Achievement

Author: Dreambox Learning

Address: Dreambox Learning. (2015). Math for ELL; How English Language Learners Boost Math Achievement. Retrieved from: http://www.dreambox.com/ell

Rating Scale: Supergiant (4 Terrific)

Review: This site is clear to point out why ELs need additional support in math and it explicitly states how teachers can support them in the math classroom. This site does promote a mathematical e-curriculum designed to support ELs by scaffolding activities to meet them where they are. However, a very useful part of this site is the "Teacher Tools" located on the left-side. Here, teachers have access to grade-level math concepts which include interactive practice time for learners. The practice activities are also compatible for SmartBoards so as to involve multiple students in visual math learning, allowing them to interact and self-check with immediate feedback. Grade level activities are available from Kindergarten through eighth grade algebra.

Author: Dreambox Learning

Address: Dreambox Learning. (2015). Math for ELL; How English Language Learners Boost Math Achievement. Retrieved from: http://www.dreambox.com/ell

Rating Scale: Supergiant (4 Terrific)

Review: This site is clear to point out why ELs need additional support in math and it explicitly states how teachers can support them in the math classroom. This site does promote a mathematical e-curriculum designed to support ELs by scaffolding activities to meet them where they are. However, a very useful part of this site is the "Teacher Tools" located on the left-side. Here, teachers have access to grade-level math concepts which include interactive practice time for learners. The practice activities are also compatible for SmartBoards so as to involve multiple students in visual math learning, allowing them to interact and self-check with immediate feedback. Grade level activities are available from Kindergarten through eighth grade algebra.

Title: How to Teach Math to English Language Learners

Author: Tracie Heskett, M.Ed.

Address: Heskett, T. (2015). How to Teach Math to English Language Learners. Retrieved from: http://www.teachhub.com/teaching-math-to-english-language-learners

Rating Scale: Dwarf (2 Okay)

Review: This site points out the need for explicit vocabulary instruction in the area of mathematics. The author, Tracie Heskett, reminds readers that students need the language to be able to "talk math and do math". She points out the need for creating a positive learning environment, conducive to the acquisition of math vocabulary. She offers ideas such as think alouds, modeling, and sentence stems to support ELs during direct instruction. The final section of the site, provides ideas for how teachers can provide additional scaffolding to help ELs move towards independent practice. This site only shows a brief overview of ideas and how they can be applied.

Author: Tracie Heskett, M.Ed.

Address: Heskett, T. (2015). How to Teach Math to English Language Learners. Retrieved from: http://www.teachhub.com/teaching-math-to-english-language-learners

Rating Scale: Dwarf (2 Okay)

Review: This site points out the need for explicit vocabulary instruction in the area of mathematics. The author, Tracie Heskett, reminds readers that students need the language to be able to "talk math and do math". She points out the need for creating a positive learning environment, conducive to the acquisition of math vocabulary. She offers ideas such as think alouds, modeling, and sentence stems to support ELs during direct instruction. The final section of the site, provides ideas for how teachers can provide additional scaffolding to help ELs move towards independent practice. This site only shows a brief overview of ideas and how they can be applied.