Foreword

The authors of Supporting English Language Learners in Math Class, Grades 6–8 are uniquely qualified to write this resource. As bilingual teach-ers and current and past regional directors of the California Reading and Literature Project, Kathy Melanese and Cheryl Forbes bring to the resource their extensive knowledge of English language develop-ment and their keen awareness of how to support English learners in all the content areas. Luz Chung, a native of Ecuador, is an English learner herself. Having been schooled in her native country, she came to the United States as a college student and experienced firsthand what it means to learn about academic content in a language that is unfamiliar. The authors have combined Luz’s years of experience as a middle school bilingual math teacher and knowledge of math content and pedagogy with Kathy and Cheryl’s expertise in the area of English language development to create this important and timely resource. It is their passion for social justice and interest in issues of access and equity that motivated them to write this book.

The lessons and strategies in this resource are founded on the premise that communication is a vital process in developing math-ematical understanding, and is, of course, key to progress in learning English as a second (or third) language. Through sample vignettes, the authors clearly make the case that middle school students can, with the right support, simultaneously develop their English language skills while using English to deepen their understanding of mathematical ideas. The lessons in this book place language at the forefront of math instruction, reminding us that when we teach math, we must also teach English, not just teach in English.

Teachers, staff developers, coaches, and university faculty can easily use this resource to learn how to implement strategies in three key areas: (1) making math content comprehensible to middle school

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viii Foreword

students, (2) providing opportunities for them to communicate, and (3) supporting them as they communicate their mathematical ideas both orally and in writing. The strategies outlined in this resource are effective for all students, and are essential for English learners.

In this era of high-stakes testing and accountability, there is a loud call from stakeholders for schools to improve student achieve-ment. Teachers are under increased pressure to make sure that their students meet standards that are ever more rigorous and demanding. This resource answers the call from stakeholders by providing educators with concrete ways to help all students, but especially English learners, experience success in mathematics.

—RUSTY BRESSER

UNIVERSITY OF CALIFORNIA, SAN DIEGO

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Copyright © 2011 by Math Solutions