On this episode of Your Morning Boost, we tackle a common misconception: that math is a "universal language" for all students, especially our English Learners. Drawing insights from an excellent article by Melissa Grinstead on AWB Education, we explore the surprising complexities and specific linguistic challenges ELs face in math classrooms. Discover why assuming prior math proficiency automatically translates to success can be a pitfall and how U.S. math instruction presents unique linguistic and conceptual hurdles for EL students. We dive into key takeaways from Grinstead's article, including deconstructing the "universal" myth, identifying specific challenges ELs encounter with academic vocabulary and word problems, and implementing effective support strategies.

Learn about the importance of explicit academic vocabulary instruction, using visuals and manipulatives, scaffolding word problems, promoting collaborative learning, and leveraging students' first language. This episode underscores that supporting newcomer ELs in math requires intentionally bridging the linguistic gap while leveraging their existing mathematical knowledge. We emphasize prioritizing conceptual understanding and allowing students multiple ways to demonstrate their knowledge. For more invaluable insights, find Melissa Grinstead's article, "Is Math Really a 'Universal Language'? 

The EL Experience," on the AWB Education website under their MLS section.

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