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- W2462017887 abstract "It was a late fall afternoon when we arrived at the middle school mathematics classroom of Ms. J. Ms. J was a certified secondary level math teacher employed at a middle school in New York City. As Mathematics and TESOL Teachers Educators we had developed a project to help both mainstream math and science teachers and ESL teachers develop academic language for their English language learner students (ELLs). We entered the classroom for an observation, and watched Ms. J deliver a lesson to a classroom of 24 students, all ELLs, most placed at the beginning and intermediate level, with two new arrivals (enrolled in school for less than two months). Ms. J delivered a sufficient content lesson, but had made absolutely no accommodations for the linguistic challenges that the students in her classroom faced. No language scaffolds, no consideration of polysemous vocabulary, no breaking down of the complex syntactic structures contained in the word problems, and in fact, no consideration at all for the language challenges of these students. It was clear to us, as she was teaching and questioning students, that little was being understood by her students. She was teaching everything, in other words all of the appropriate content, to no one as these students understood little of the lesson." @default.
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- W2462017887 date "2015-01-01" @default.
- W2462017887 modified "2023-09-24" @default.
- W2462017887 title "Teaching Everything to No One and Nothing to Everyone: Addressing the Content in Content Based Instruction" @default.
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