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Teaching mathematics for Korean language learners based on ELL education models

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Abstract

The classroom culture of Korean schools has recently been changing as the population of linguistically and culturally diverse students increases. Students with multicultural backgrounds as well as Korea-born students returning from long residences in foreign countries have difficulties adjusting to Korean public schools due to a lack of Korean language proficiency and knowledge of Korean school culture. This study defines these students as Korean language learners (KLLs) and investigates both teacher and student perspectives on effective mathematics education for them. Cummins’ Quadrant model and the sheltered instruction observation protocol model, which were developed and used for English language learners (ELLs), are the frameworks used. The study explores various pedagogies for language learners and discusses the effectiveness and feasibility of ELL education models in a Korean school context based on the survey results of Korean elementary teachers and interviews of KLLs.

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Author information

Authors and Affiliations

  1. University of Missouri, Columbia, MO, USA

    Ji Yeong I

  2. Seoul National Education University, Seoul, South Korea

    Hyewon Chang

Authors
  1. Ji Yeong I
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Correspondence to Ji Yeong I.

Appendices

Appendix A: A Sample SIOP Mathematics Lesson (adapted from Echevarria et al. 2010)

Lesson: Describing characteristics of two-dimensional shapes

Expectation: recognize, name, build, draw, compare, and sort two-dimensional shapes

Key Vocabulary: square, triangle, rhombus, trapezoid, hexagon, characteristic

Higher Order Thinking Question: Why is it important to know what shapes surround us?

General Frames: I noticed … Something that is the same is … Something that is different is …

Specific Frames: One characteristic of a ________ is ________________.

Connections to prior knowledge/provide background information

 Teacher will display a rhombus, trapezoid, and hexagon. Students are asked to show 1 finger if they do not know the names of the shapes, two fingers if they know the name of at least one shape, and three fingers if they know the names of all three shapes

Teacher will ask students where else they see shapes in or outside of the classroom. Students will answer in small groups and then share with the whole group

Content objectives

Meaningful activities

 Students will demonstrate knowledge of the characteristics of two-dimensional geometric shapes by defining what a square, triangle, rhombus, trapezoid, and hexagon are on a 4-Corner Vocabulary Chart

Teacher will distribute pattern block sets to each of the groups.

The set consists of a square, triangle, rhombus, trapezoid, and hexagon

The teacher will ask students to take a few minutes in their groups to talk about the different shapes and answer the following questions:

What do you notice?

How are they same?

How are they different?

Students will share in their groups and answer using the general frames above

I noticed … Something that is the same/different is …

Teacher will then display each on the overhead and name each shape, explicitly identifying them as geometric shapes

As the teacher displays and names each shape, students will share out their ideas of what they noticed about each shape in their groups

Teacher will explicitly teach the word characteristic and explain to students that what they are sharing are the characteristics of each of the shapes

Students will then be assigned one shape that they will use to complete a 4-Corner Vocabulary Chart for their group

Students divide their piece of chart paper into four squares

Students will create their chart, including an illustration, a definition, a sentence and the word itself

Students will present their completed chart to the group

Teacher will post charts on a math word wall in the room so that children can have them for reference

Language objectives

 Students will demonstrate comprehension of the characteristic of two-dimensional geometric shapes by writing and explaining the characteristics of a square, triangle, rhombus, trapezoid, and hexagon using the frame.

One characteristic of a ________ is ________________

Teacher will provide students a sheet that has each shape drawn and labeled

Teacher will model and guide students in practicing how to appropriately use the specific frame

Below each shape, students will individually complete the specific frame

One characteristic of a ________ is ________________

Teacher will remind students to refer to the 4-Corner Vocabulary Charts that they completed to help them complete their frames

In pairs, students will share their completed frames

Wrap-up

Rate your learning. Teacher will ask students to think about how well they’ve learned the different shapes. Student will show one finger if they feel they haven’t learned; two fingers if they feel good about their learning but would like more information on shapes; and three fingers if they feel they have learned everything they need to about geometric shapes

Appendix B: 4-Corner Vocabulary Chart

See Fig. 2.

Fig. 2
figure 2

4-Corner Vocabulary Chart (adapted from Vogt and Echevarria 2008, p. 40)

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I, J.Y., Chang, H. Teaching mathematics for Korean language learners based on ELL education models. ZDM Mathematics Education 46, 939–951 (2014). https://doi.org/10.1007/s11858-014-0631-x

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