A tenth-grade expanding-level English language learner has a strong first-language background in mathematics and a good grasp of grade-level mathematics concepts. However, the student often performs poorly on mathematics tests in English because of difficulty comprehending story problems. Which of the following teacher strategies would be most effective in addressing this student's difficulty while facilitating development of cognitive-academic language proficiency?
  1. Giving the student a list of important mathematics terms and abbreviations in English to Translate into the first language and then memorize.
  2. Providing the student with individualized guided practice in breaking down and paraphrasing mathematics story problems in English.
  3. Offering the student the option to skip over story problems on mathematics tests or to respond to story problems in the first language.
  4. Arranging for the student to receive one-on-one mathematics tutoring from a bilingual aide using a first-language mathematics textbook.
Explanation
Correct Response: B. Providing guided support is a best practice that gives scaffolding to students as they practice a new skill. In this case, the student is receiving targeted instruction in paraphrasing and breaking down English mathematics story problems. Breaking down a problem into smaller steps and paraphrasing it (rephrasing it in one's own words) are both strategies that enhance the problem's comprehensibility. A is incorrect because overreliance on translation into the first language is not going to promote the student's academic language development in English. C is incorrect because allowing the student to skip over mathematics story problems does not help the student learn strategies for comprehending this genre of text. Allowing the student to respond to the problems in the first language does not help the student learn strategies for comprehending the problems in English. D is incorrect because the student has strong mathematics skills in the first language, so tutoring the student with a first-language mathematics textbook would not address the student's needs, which are language based.
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