CONTENT-BASED SECOND LANGUAGE INSTRUCTION: TEACHING ENGLISH THROUGH MATHEMATICS A TERMINAL PROJECT PRESENTED BY KEUN BAE PARK TO THE LINGUISTICS DEPARTMENT IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN LINGUISTICS WITH A LANGUAGE TEACHING SPECIALIZATION UNIVERSITY OF OREGON AUGUST 2009‘Teaching English through Math ii Abstract, Title: Content-based Second Language Instruction: Teaching English through Mathematics Author: Keunbae Park Project Advisor: Dr. Deborah Healey Committee Member: Dr. Trish Pashby Program: Language Teaching Specialization, Department of Linguistics This project is a teaching portfolio in which a variety of activities have been developed and compiled according to areas chosen from elementary mathematics with the purpose of improving language proficiency and mathematical skills in CBI classes. ‘Through the literature review and needs analysis, a variety of strategies and techniques which seem practical and effective in CBI math classes have been introduced. his project is designed to provide classroom activities that will effectively enhance target students’ English speaking and listening abilities. Thus, this portfolio will be a practical reference for teachers who want to teach math through English. Activities and materials in the portfolio have been developed based on CBI, with the aim of supporting teachers by providing useful insights about CBI, introducing effective strategies that can be used in CBI math classes, and developing lesson plans that allow teachers to successfully integrate content knowledge and language development.Teaching English through Math iii UNIVERSITY OF OREGON DEPARTMENT OF LINGUISTICS, COLLEGE OF ARTS AND SCIENCES MA TERMINAL PROJECT APPROVAL FORM, August 10, 2009 The examining committee appointed by the Department of Linguistics for the Terminal Project submitted by Keunbae Park has read this terminal project and determined that it satisfactorily fulfills the program requirement for the degree of Master of Arts, Project title: Content-based Second Language Instruction: Teaching English through Mathematics Project Advisor: Dr. Deborah Healey (Committee Chair) Committee Member: ACO Dr. Trish Pashby C\ (Committee Member) ee Ze Dr. Bric Pederson (Linguistics Department Chair)‘Teaching English through Math iv TABLE OF CONTENTS CHAPTER 1 INTRODUCTION. Background nen Se Statement of purpose. CHAPTER 2 LITERATURE REVIEW. Content-based instruction .. ‘Three models of content-based instruction. Strategies and techniques for CBI in math... English education policy in Korea... CHAPTER 3 NEEDS ANALYSIS Participants. Instruments..... Procedure .... Results. oo Conclusion - 19 CHAPTER 4 PORTFOLIO DESIGN .. General considerations... Explanation of organization... Goals and objectives sun Language goals.......csssssssssweseseres - vs vs saessereeeee D2 Math goals nh Criteria for classroom activities and teaching materials... oe) CHAPTER 5 ACTIVITIES... 26Teaching English through Math v Addition ... Subtraction... Time... ‘Number sense... Money... 53 Multiplication. .rccnr Division.. CHAPTER 6 CONCLUSION . 66 REFERENCES... 68 MATERIAL REFERENC! 1 APPENDICES... 273 APPENDIX A: Inte1 iew Questionnaire for Immersion Teachers... APPENDIX B: Interview Questionnaire for Students. 16 APPENDIX C: Classroom Observation Tool... APPENDIX D: Sample Lesson Plans.‘Teaching English through Math 1 Chapter 1 Introduction Background English is taught as a compulsory subject in secondary schools in Korea. In addition, since 1997, all elementary schools have taught English as a compulsory subject from third grade, in accordance with government plans. According to the Education Department's plan, first graders in elementary schools will also have English classes within the next few years. In English classrooms in Korea, lessons are usually focused on ‘grammar, vocabulary, translation and reading comprehension, using the Grammar Translation (GT) method. The main purpose of studying English in high school is usually preparing students for college entrance exams, which usually center on receptive skills, focusing on reading, For this reason, English lessons are heavily teacher-centered, with little input left for students to decide for their own sake. Recently, changes in English education at Korean universities have been made to meet the needs of students, as well as society; however, more change is necessary. According to M. Kim (2008), many universities have started to provide content- based instruction (CBI to students to set up an English-only atmosphere, as well as to comply with the needs of students and society. Content-based instruction in universities has the purpose of giving students an edge in the real world by offering an English-use environment, which is rarely possible in English as a Foreign Language (EFL) situations. The other reason is to help students learn their subject matter more effectively, because most of the books they use for their courses are written in English. Some universities are even hiring English-speaking professors to enhance their implementation of CBI (M. Kim, 2008).Teaching English through Math 2 Significance Many students and adults in Korea spend a lot of their time and money learning English, with some people even going abroad to improve their English. However, the reality is that many of them end up struggling with English. Even those who go abroad come back without much improvement in their English. DeKeyser (2007) asserts that ce abroad depends to a large extent on their “the quality of the students’ learning experi preparation at home.” By setting up an English only environment in Korea, students will be getting more opportunities to use English; which in turn will help them to develop English proficiency and have more successful experiences abroad. Statement of purpose According to Bullock and Hawk (2001), a teaching portfolio is a professional collection of documents that is well organized and focused on teachers’ specific purposes. Edgerton, Hutchings and Quinlan (1991) also describe teaching portfolios as “documented evidence of teaching that is connected to the specifics and contexts of what is being taught” (p. 4). The purpose of this terminal project is to design a teaching portfolio that includes a literature review, needs analysis and lesson plans, and which provides effective information about and teaching activities for CBI. As a useful resource, this study will help math teachers in CBI classes in Korean elementary schools adopt and adapt a variety of effective CBI strategies and techniques to meet the needs of students in grades 1 and 2; with the result being that students will be given more efficient and diverse earning opportunities to develop their math knowledge, as well as English proficiency.Teaching English through Math 3 This project is designed to provide classroom activities that will effectively enhance target students” speaking and listening abilities. Thus, this portfolio will be a practical reference for teachers who want to teach math with CBI. Activities and ‘materials in the portfolio have been developed based on CBI with the aim of: 1. Supporting teachers by providing useful insights about CBI; 2. Introducing effective strategies that can be used in CBI math classes; and 3. Developing lesson plans that allow teachers to successfully integrate content knowledge and language development.Teaching English through Math 4 Chapter 2 Literature Review This chapter reviews CBI-related literature, and offers a brief description of content-based instruction, three models of content-based instruction, strategies and techniques for content-based instruction in math, and information about English education policy in Korea. Content-based instruction Met (1999) suggests that CBI is commonly used to describe approaches that integrate language and content instruction. Richards and Rodgers (2001) define it as an approach to second language education arranged around content or information, rather than around a linguistic syllabus (p. 219). Since the difference between CBI and other language-driven approaches is that CBI employs subject area content in its instruction, it is desirable to look at what is considered content. Crandall and Tucker (1990) define it as “academic subject matter,” while Genesee (1994) suggests that content need not be academic; it can include any topic, theme or non-language issues of interest or importance to the learners (p. 3). According to Richards and Rodgers (2001), CBI is grounded on two central principles: 1. People learn a second language more successfully when they use the language as a means of acquiring information, rather than as an end in itself. 2. Content-based instruction better reflects learners’ needs for learning a second language (p. 207). Brinton (2001) offers the following rationale for content-based instruction:Teaching English through Math $ «The content-based curriculum removes the arbitrary distinction between Janguage and content; * Itreflects the interests and needs of the learners; ‘It takes into account the eventual uses the learners will make of the second or foreign language; ‘* Itexposes the learner to authentic materials and tasks; ‘* It offers optimal conditions for second language acquisition, by exposing learners to meaningful, cognitively demanding language; © It provides pedagogical accommodation to leamer proficiency levels and skills (Rationale for content-based section, para. 1) Three models of content-based instruction Brinton, Snow and Wesche (2003) define content-based instruction as “the integration of particular content with language teaching aims,” referring to it as “the concurrent teaching of academic subject matter and second language skills” (p. 2). They describe three basic approaches to content and language integration. A theme-based course is more of a language-driven course. The goal of this course is to help students improve their language proficiency. Themes are selected from specific topical or functional domains according to their potential to contribute to students? language abilities. While a sheltered course (see below) is taught by a content instructor and an adjunct course (see below) is taught by both a content instructor and a language instructor, in a theme-based course the subject matter is taught by a language instructor, and evaluation of students is based on the development of language skills. ContentTeaching English through Math 6 mastery is incidental. The students and the instructor are not responsible for acquiring content material. A sheltered course is a subject course where subject matter is taught in the second language (1.2). A number of strategies are used to make input comprehensible and accessible to learners who have less than native-like proficiency. This course is content- driven. The goal of this course is learning the content, and students are evaluated by the degree to which they master it; language learning is secondary. An adjunct model of language/content integration puts the same weight on language and content. Students are expected to acquire content knowledge as well as language proficiency. Responsibility is shared by content instructors and language instructors for their students’ learning. Students are evaluated by content instructors for their subject matter mastery and by language instructors for their language proficiency. Strategies and techniques for CBI in math For most students, mathematics is a subject that is difficult to understand, It becomes an even more challenging subject when students learn it in L2. Since students have to learn language and mathematics at the same time, CBI math teachers must make every effort to create a class that is both positive and rewarding for those children. There are a number of strategies and techniques that CBI teachers can use in order to help English language learners (ELLs) increase their knowledge and understanding of math topics. Bernardo (2005) claims that “word problems in mathematics often pose a challenge because they require that students read and comprehend the text of the problem, identify the question that needs to be answered, and finally create and solve a numericalTeaching English through Math 7 equation" (p. 414). For this reason it is recommended that students learn key terminology prior to attempting to solve mathematical word problems. “Math classes can present extra challenges for ELL students because they must learn the specific content vocabulary and expressions, along with their second language acquisition” (“English language learners,” n.d.), Therefore, a teacher needs to identify and teach specific vocabulary that is difficult to understand. According to this article, some math terms have different meanings in math: root, face, mean, prime, etc. These words should be demonstrated in class to notify students about their multiple meanings, and students should learn how to use them in math. Using visual cues, graphic representations, gestures, realia, and pictures is a useful way to help students grasp ‘unfamiliar math terms (“English language learners,” n.d.). Garrison and Mora (1999) argue that “relating new vocabulary to tangible objects is one of the basic premises of second-language instruction. Words are easier to remember when students can see and touch the objects they represent while repeatedly hearing and saying the new words” (p41). Itis also recommended that teachers use effective strategies fit for tackling word problems. Krick-Morales (2006) suggested techniques for teachers that could help facilitate students’ comprehension: reading word problems slowly and carefully several times; breaking up the problem into smaller segments; letting students act out the word problems; providing manipulatives to help students visualize the problem; and allowing students to make drawings or diagrams to help them understand problems (Upper Grades section, para 1). Mathematics itself is considered a language by many. According to Kersaint, ‘Thompson, and Petkova (2009), “The language of mathematics is inherently complex asTeaching English through Math 8 it combines common everyday words with technical mathematics vocabulary. ... These complexities, coupled with the fact that many ELLs do not have a working knowledge of ‘American culture to serve as schema for new learning, lead to the challenges that might exist for ELL students in mathematies classrooms” (p. 40). Not only should a teacher value students’ background knowledge, but they also should develop and strengthen students’ background knowledge. Many times students simply cannot solve a math problem because they do not understand the context. Robertson (2009) suggests that teachers can help students build background knowledge by teaching them how to cross out the unnecessary vocabulary in word problems, as well as focusing the students’ attentions on meaning rather than on grammar and its usage. Sometimes, students might want to use their first language in class to help them understand concepts and reasoning involved. In that case, teachers should be flexible because students might better understand math concepts in their first language (Building background knowledge section, para. 1). However, the use of the first language should be carefully and strategically implemented because allowing students to use their first language might lead to less practice of the target language, thereby reducing the effectiveness of CBI According to Robertson (2009), as students learn new vocabulary, a teacher needs to provide them with as many environments as possible where they can practice newly eared vocabulary. Students are unlikely to try these words out on their own - especially academic words like "parallelogram" or "function" - so increasing interactions among students with academic words is strongly recommended. The use of pair work or group work is a very effective instructional strategy because it promotes an environment whereTeaching English through Math 9 students feel more comfortable and relaxed while having a discussion, asking questions, or seeking explanations (Increasing Student Language section, para. 1). AA similar study emphasizes the monitoring of a teacher's interaction with students (“English language leamers,” n.d,). According to this article, to help students follow lectures and understand math concepts, a teacher needs to be aware of how he/she interacts with students. If necessary, a teacher should modify and rephrase math problems to make the content more understandable for students; in addition, a teacher might have to allow more wait time for students to answer and process information. English education policy in Korea According to Hwang (2008), the South Korean government will develop a new state certified test, tentatively named the State English Aptitude Test and after 2012, it will eventually replace TOEFL, as well as other foreign exam materials. The new test will be administered on a pass or fail basis in three grades of English ability. The first grade test will be used for college graduation, employment or going abroad to study, while the second will be used to evaluate high school students who apply for universities and the third for testing practical English skills. One of the reasons that the government will introduce a new exam comes from high expenditure on English education, Some 15 trillion won ($11 billion) is spent annually on private English education (Hwang, 2008). The test consists of a written test of reading, listening comprehension and writing, plus an interview designed to test speaking skills, and it will be piloted several times between 2010 and 2011 (S. Kim, 2008). According to S. Kang (2008), the government. will also consider replacing the English section of the current College Scholastic AbilityTeaching English through Math 10 Test with the new test when it officially makes its debut in 2012, after assessing the opinions of pilot test takers. According to the government, the new test will be modeled ‘on Japan's Eiken English test, which has eared international recognition. However, it took 25 years for Eiken to be recognized as a reliable and valid test, and it will be very 4ifficult for the new test to eam international acceptance in only a few years. The test will be developed by the Korea Institute of Curriculum and Evaluation, possibly in association with domestic or foreign agencies with experience in handling exams (S. Kang, 2008, Dec 18). In addition to the introduet of anew English test, Park (2008) reported that English classes in elementary schools will be increased. Under the government plan, children in third and fourth grade will have one more hour of English class per week from 2010, as will fifth and sixth graders from 2011. Third and fourth graders now have one hour of English class a week and fifth and sixth graders have two hours. The Education Ministry also plans to revise the schools” English curriculum, so that the textbooks cover more vocabulary to meet students’ academic needs, as well as to reduce the gap between elementary schools and middle schools (Park, 2008). Starting next year, up to 4000 new English teachers, specializing in enhancing speaking skills, will be recruited to elementary schools nationwide (H. Kang, 2008). The instructors will be in charge of English classes, developing English study materials and managing native-speaking assistant teachers. In his article, Kang also mentioned that up to 6000 new English teachers will be needed in middle and high schools. However, what should be considered is if just a few hours a week focused on speaking skills would be really helpful andTeaching English through Math 11 effective enough to develop students’ speaking ability, resulting in better English competency. Recently local governments have also been building English Villages (EV), which are aimed at improving the English fluency and global awareness of Koreans of all ages and socio-economic backgrounds, while also decreasing the financial burdens of private English education, and the need to send children overseas for language and culture education (Ho, 2006, para. 3). According to Ho (2006), EVs offer unique in-country opportunities to interact with native speakers, and engage in multicultural and hands-on activities, which mimics real life foreign experiences geared toward improving English fluency, as well as promoting cultural and global awareness for Koreans (para. 2). Still, ongoing attempts to provide affordable domestic English-speaking environments in Korea haven't been all that successful. S. Kang (2008, Oct 15) reported governmental findings that some 20 of these villages, run by municipal governments, lost nearly 20 billion won last year. In light of this, the Korean government plans to advise municipal governments to overhaul English village construction plans due to the growing losses and low quality of the programs (S. Kang, 2008, Oct 15). Another difficulty is that visitors to EVs are decreasing, as well. For example, Paju English Village, one of two EVs in KyoungKi Province, had 530,000 visitors in the first year but the number declined to 320,000 in 2007 and it suffered a loss of 5.7 billion won (Limb, 2008).Teaching English through Math 12 Chapter 3 Needs Analysis ‘The purpose of this data collection was to obtain information about some effective teaching strategies used by CBI math teachers, and to find the needs of students who attend CBI math classes. For this reason, email interviews with immersion math teachers were administered and class observations of immersion classes were conducted. In addition, email interviews with Korean students who had had math classes in English, either in high school in the USA or at the University of Oregon, were administered. Participants One set of participants consisted of five elementary school teachers who have been teaching immersion math classes in Eugene, Oregon, USA. Email interviews were conducted with them. At first, I planned to interview CBI math teachers, but there were no such teachers in Eugene; therefore immersion teachers were chosen instead for the interviews because their teaching perspectives would be helpful toward understanding those of CBI teachers. Another group of participants was made up of Korean students currently studying at the University of Oregon. All of these students had attended math classes either in ‘American high schools or at the University of Oregon. It was practically impossible to contact Korean students who had attended CBI or immersion math classes. While they did not attend CBI math classes or immersion math classes, this group was chosen for the interviews to represent students who had studied math in English. In addition, two immersion classes were chosen for the class observations. One class was a French immersion class of first grade students, and the other was a JapaneseTeaching English through Math 13 immersion class of fourth grade students; the former was a fifty-minute class, and the latter was a thirty-minute class, Both classes had approximately 16-20 students. Initially, CBI math classes were to be observed, but since there were no such classes in Eugene, immersion math classes were observed instead. Instruments ‘Two types of interview rubrics were developed: one for teachers and one for students. The teacher interview rubric consisted of 13 questions, while the student version consisted of nine questions. Both rubrics were reviewed by peers, as well as reviewed and approved by the project advisor and the instructor of LT 61 1. The interview questions teachers were developed in order to ask about issues related to CBI, but because all the participants were immersion teachers, not CBI teachers, the questions were adjusted for them. These questions addressed the following issues: (a) general information about teachers and their classes; (b) strategies and techniques being used in CBI classes; (¢) problems related to CBI and solutions to them; (d) materials used in CBI classes; (e) efforts to improve language abilities; and (£) advice on CBI. (See Appendix A for a complete list of questions.) The interview questions with students were initially developed for students who are currently attending CBI math classes, but since participants had been changed, these questions were also adjusted accordingly. The interview questions addressed the following issues: (a) general information about classes; (b) strategies and techniques being used in math classes; (c) problems and solutions for them; (d) materials used inTeaching English through Math 14 math classes; (e) efforts to improve language abilities; and (f) recommendations about math classes. (See Appendix B for a complete list of questions.) ‘The purpose of the classroom observations was to investigate the following aspects: (a) classroom environment; (b) teaching strategies to make content comprehensible; (c) application of the materials and activities; and (d) assessment. The observation tool was revised and approved by the instructor of LT 611. (See Appendix C for a class observation tool.) Short post-observation interviews with the classroom, teachers were also conducted. Procedure ‘After class observations, I asked classroom teachers to participate in the interview and they agreed to answer the interview questions. I was also able to contact other immersion teachers through the instructors I interviewed. The interviews were conducted through email, and the data collection took about three weeks and was finished by June, 2009. For the student interviews, I was able to contact several Korean students at the University of Oregon. I first asked them briefly about their experiences and opinions related to their math classes. After confirming that they had experiences attending in ‘math classes in the USA, I asked them if they could participate in the interview. I emailed the interview questions to those who agreed to be interviewed. The data collection also took about three weeks and was finished by June, 2009. The French immersion class was observed twice during two consecutive weeks, and the Japanese class was observed in the same fashion. I sat in the back of each classTeaching English through Math 15 and took notes. Since I couldn't understand Japanese or French, after each class I asked the classroom teachers about the subject content and activities. Results Interviews with immersion teachers When asked about their favorite strategies or techniques to effectively deliver subject matter content in class, all of these teachers favored the use of hands-on activities. ‘They also emphasized the importance of providing systematic vocabulary instruction, ‘One teacher said that math-related words are not used in the same way as in everyday conversation, so students need to learn them as mathematical terms. They also said that relating instruction to students’ background and experiences, as well as incorporating real ‘world applications, are among the most used strategies in class. One respondent mentioned that she finds group activities effective, because if students do not understand her explanation, they will get a second chance to hear it from another student. ‘These teachers provided opportunities for their students to develop their language proficiency in the following ways: 1) using a “word wall” with math-specific vocabulary; 2) acting out the word; and 3) modeling the sentences that students are expected to use when explaining their answers or asking questions. Two respondents also said that they pput students in pairs or groups to let them talk about the reasons and procedures they used in problem-solving in order to help their language development. ‘The difficulties these teachers faced in their immersion classes were related to mathematical concepts and word problems. They found some of the mathematical concepts hard to explain in both their first language and their second language. ForTeaching English through Math 16 example, one teacher said that she had to ask an English teacher to explain the concept of probability for her students in English. The other hardest part of teaching math with immersion students is the instruction of word problems. One teacher mentioned that some word problems are phrased in such a way that makes it difficult to understand the exact procedure (even for native speakers), so she usually tries to go over key words that appear in word problems and to define what each word means. Sometimes, she encourages her students to come up with a simpler problem that they can solve, and then see if their answer is comparable. When it comes to materials, the teachers favored using a number of different kinds in class, including visual/audio clips, manipulatives, graphics, other published textbooks, realia, and drawing materials. Often, they either create their own materials to suit their students’ current needs or have students make their own materials in class. When asked if they allow students to use their first language in class, all of the instructors said that they do allow its use. One respondent, a Japanese immersion instructor, said that many students know the answers, but they don't know how to say them in their second language. When this is the case, she said that she makes the students answer in English first and then helps them to translate it into Japanese, or asks other students to translate the answer for them, Through these interviews, all of the teachers gave useful advice for other instructors who have just started their careers as CBI teachers. They emphasized the importance of creating a positive environment, so students won't be afraid of making mistakes, and so they can share their own thoughts in their second language. To do so,‘Teaching English through Math 17 these teachers stressed the importance of knowing their students’ characters, strengths, weaknesses, and language comfort levels in order to accommodate their needs. Interviews with students When asked about their favorite activities in math classes, all of these students favored interesting and easy activities, which made them feel invited, relaxed, confident and motivated in class. They mentioned several activities they liked, including the use of clear examples to explain concepts; step by step guidance to compute a problem; hands- ‘on activities to arouse interest; instruction related to their daily lives or backgrounds; and light jokes from their teachers. The difficulties they had in math classes were mainly related to understanding mathematical concepts. They usually solved these problems by asking for the teacher’s help in or after class. When asked about the use of their first language, the students claimed they have never used Korean in class, except for one student, who said that using Korean helped him to recall some of the mathematical concepts that he had learned in his first language. The advice that these students wanted to stress most to math teachers who have foreign students in class was to use more visuals in class, instead of just giving oral instructions. They also recommended that teachers write down each step of explanation, rather than giving only a verbal explanation, They said that giving a word list for students to learn could be helpful as well. Immersion class observations 1 observed two immersion classes, two times each in local immersion elementary schools in Eugene, Oregon. During my observations, I focused on the teachers’ strategies and techniques, classroom activities, and their students’ responses.Teaching English through Math 18 On my first visit, the French immersion math class started with a series of exercises as a warm-up, including stretching and jumping. While doing so, she counted from 1 to 100 in French with the students. Before they started each move, she explained in French what kind of exercise they would be doing. Afterwards, they practiced using a date system in French. On the board, there was a June calendar. As the teacher pointed to each date and day, the children said the date or day in French. At some point, she moved an arrow, pointing at that day’s date on the calendar to the day next to it or before it in order to have students practice words such as ‘today’, ‘yesterday’ and ‘tomorrow.’ Once they were finished with practicing speaking these dates and days, they practiced saying colors in French. The teacher had a collection of color cards. Every time she pulled one out, the students said the color of the card. When the card was purple no one said it clearly, so she asked if anyone remembered the name of the color; one student gave the correct answer and she expressed her happiness with a big smile. ‘After the warm-up was over, the teacher moved on to math practice. She wrote down a word problem on the board, which was related to the date system. While writing it, she asked students about the meaning of unfamiliar words in the sentence. She pronounced new words a few times and had students repeat after her. After she finished writing each word problem on the board, she went around the classroom to check if students were following her, at the same time she was orally explaining the problem in French. When students tried to answer the problem, she guided them to not provide a simple numerical answer, but answer in a complete sentence. When I asked the reason for this in our post-observation interview, she said that she did so because she wanted them to use unfamiliar vocabulary as many times as possible.‘Teaching English through Math 19 In the Japanese immersion math classes, an assistant teacher was helping the main teacher, When I visited the class, the students were leaming how to add and subtract years and dates. The teacher distributed handouts, on which there were more than a dozen names of US presidents, with the date of each one’s inauguration as well as their age at that point. She explained the content to students in complete sentences. After that, she had students solve each problem alone, which had to do with the addition or subtract of the dates, After almost ten minutes, she read each question loud enough to have students pay attention to it. Some of the questions were: 1) what was the average age of the presidents at their inauguration? 2) who had the longest presidency? and 3) if Roosevelt had lived until now, how old would he be? She induced the students to say the solutions aloud by asking each question verbally. At one point, one of the students had a question and asked her in English. The teacher responded in English to him to make her answer more understandable. Conclusion Of the three methods used to collect data, the interviews with the immersion teachers proved most useful for obtaining the information I sought. The information provided by these teachers was consistent and insightful. The rubric was mainly focused on finding effective strategies that can be used in immersion classes. The strategies that these immersion teachers found the most effective were as follows: hands-on activities, providing systematic vocabulary instruetion, relating instruction to students’ background and experiences, and creating a positive environment.Teaching English through Math 20 The classroom observations were also useful because I was able to witness some of the strategies and techniques in action that were mentioned in the literature review. In addition, I was able to see how each group of students interacted with each other, and how they participated in various activities. [also found the student interviews helpful because the results confirmed that the strategies and techniques implemented by these immersion teachers were really the ways in which these ‘students wanted to be taught in their math classes.Teaching English through Math 21 Chapter 4 Portfolio Design General considerations Through the process of data analysis and the literature review, the guidelines for designing this portfolio were determined and are listed below. First, itis crucial to include activities in class. Activities such as experiments and drawing can increase students’ understanding of math problems. Using visual cues, graphic representations, gestures, realia, and pictures is also an effective way to help students grasp unfamiliar math terms. Providing manipulatives will help students visualize the problem, and making drawings and diagrams will also help them understand the problems. Second, teachers should provide systematic vocabulary instruction. Specific math terms have different meanings from the real world, These words should be demonstrated in class to notify students about their mathematical meanings, and students should learn how to use them in class, Itis of great importance for students to develop language proficiency to solve problems and as students become more familiar with math vocabulary, they will be able to solve problems more easily. Third, teachers should value student backgrounds while trying to improve their performances. Background knowledge plays a critical role in math class. In addition, ‘when students share answers and present ideas, they should be encouraged to focus on the meaning, not on their grammar and usage. Teachers should be flexible with student use of native language. This will help students focus on the concepts and reasoning involved, without being slowed or hindered by their developing language skills.Teaching English through Math 22 Finally, group activities can increase students’ understanding of instruction. Teachers need to provide students with as many environments as possible where they can practice newly learned vocabulary; the use of pairs or small groups is an instructional strategy that can be very effective for students to achieve this goal. It encourages, ‘communication and interaction in a non-threatening and more relaxed setting, and helps students feel more comfortable about asking questions or seeking explanations. Explanation of organization After referring to Korean math textbooks, I chose seven sections for this terminal project. Each mathematical section is presented with activities that focus on the development of both language skills and mathematical knowledge. Most of the activities are pair work or group work, designed to promote interaction among students. All activities can be adapted to meet the various needs and goals of students who wish to leam in a CBI environment. Also, itis recommended that teachers adapt the activities to accommodate students’ language level. Goals and objectives The goals and objectives have been organized in two parts: language goals and math goals, Language goals Goal 1. Students will be able to develop speaking and listening skills in English through math classes for the purposes of: providing and obtaining information,‘Teaching English through Math 23 expressing personal opinions and thoughts, and persuading others to adopt a course of action. Objectives: Students will be able to 1, Demonstrate comprehension of classroom English through appropriate verbal or physical responses. 2. Demonstrate understanding of the main idea of instruction, 3. Use appropriate English intonation patterns. 4. Give simple directions using language leamed in class. 5. Ask simple questions and answer appropriately using language leamed in class. 6. Initiate oral communication by negotiation of meaning in group work with peers. 7. Introduce their work, such as drawings and cards, using appropriate language leamed in class. Goal 2. Students will be able to develop their reading skills and vocabulary knowledge in English through math classes for the purposes of: understanding math concepts and word problems, providing and obtaining information, and expressing personal opinions and thoughts. Objectives: Students will be able to 1, Demonstrate understanding of high frequency words used in math. 2. Demonstrate familiarity with expressions frequently ised in math, 3. Demonstrate understanding of vocabulary including math terms by completing exercises and activities.Teaching English through Math 24 Source: Adapted from Graves, K. (2000) Designing language courses: A guide for teachers, TeacherSource. Boston: Heinle & Heinle. Math goals Goal. Students should be exposed to numerous, varied and interrelated experiences that encourage them to value the mathematical enterprise, to develop ‘mathematical habits of mind, and to understand and appreciate the role of mathematics in human affairs. Objectives: Students will be able to 1. Demonstrate knowledge of numbers and numeration 2. Demonstrate the ability to add, subtract, multiply and divide whole numbers. 3. Demonstrate knowledge and the ability to use time concepts and money. 4, Demonstrate the ability to use problem solving strategies. Source: Adapted from "Math" (n.d.) Retrieved July 22, 2009, from http://www.aasdeat.com Criteria for classroom activities and teaching materials The following is a summary of the criteria that this portfolio is intended to meet in order to help teachers develop classroom activities and choose teaching materials for the purpose of improving language proficiency and mathematical skills in CBI classes (Tomlinson, 1998), 1. Materials should have an impact on students through novelty, variety, attractive presentation and appealing content. If that is achieved, there is aTeaching English through Math 25 better chance that some of the language in the materials will be taken in for processing, . Materials should help leamers to feel comfortable and develop confidence. Materials should be perceived by leamers as relevant and useful. Learning activities should be student interest-centered and feasible. >. Materials should expose the learners to language in authentic use. . The learners’ attention should be drawn to linguistic features of the input. Materials should provide the leamers with opportunities to use the target language to achieve communicative purpose. . Materials should take into account that learners differ in learning styles. (p. 7)Teaching English through Math 26 Chapter 5 Activities I chose seven areas that are related to elementary mathematics: number sense, addition, subtraction, multiplication, division, money and time and then I created or compiled activities to be used in each area to engage young leamers in the active learning of language and mathematics. I will describe each activity for teachers to use as guidelines in their math class. I will also describe how these activities can contribute to language development. The following activities are suitable for CBI teachers to use within the specified math areas, Teachers should adapt these activities to accommodate leamers” language proficiency. They can also apply these activities to other math areas to vary class activities. Addition 1. How many pigs are there? © Introduce new vocabulary such as pig, pink, gray, black and spots using the pictures below. Practice English addition expressions such as__plus_ equals © Showa picture with two different kinds of pigs on it. Ask students how many pigs there are in each picture and have them draw pigs in their workbooks according to the skin color of pigs. After that, ask students to add all the pigs in the picture and have them write down the equation both in a verbal expression and in a numerical expression (¢. g. three plus five equals eight,Teaching English through Math 27 345-8), After checking if students are following well, repeat this activity using more pictures with different animals on them. How many pink pigs are there? How many grey pigs with black spots are there?Teaching English through Math 28 How many pigs are there all together? Fill in the blanks, [| 7 L] = [| | | plus | equals | Source: Adapted from "One digit addition" (n.d.) Retrieved July 20, 2009, from bitp://immersion.or.kr/bbs/math 2. Circle the numbers © Practice English expressions such as Please repeat that and I don't see the answer, and addition expressions suchas ___plus__equals_and The sum of ___plus__is__. © Put students in pairs and distribute handouts with a number table and a problem box on them. There are two types of handouts. The numbers in the number table range from 1 to 16, placed randomly in a box with four rows and four columns. There are 9 questions in the problem box. Partners should have 1a different kind of worksheet from each other and they shouldn’t see each other's worksheet, One student reads the equations one by one and the other student adds the numbers verbally and circles the answer in the number table. Let students take tums to work through the activity,Handout 1 Teaching English through Math 29 13 3 10 9 12 ee ee 2 4 6 1 16 40) 5 15 8 Equation Type I 1+3= 6+ 15 2+45 7+9= 3+ 85 a 4+ 9= 9+25= 5+35Teaching English through Math 30 Handoat2 13 3 | 0 9 12 u 7 2 | af|o6 | a | ws |3. Medal coloring Teaching English through Math 31 © Introduce new vocabulary such as dice, medal, score, roll and color. Practice © Make sure that students add numbers orally in English during the a English expressions such as Roll the dice, I win and It’s my turn, and addition expressions such as is plus____ equals __and The sum of ___ plus Put students in pairs and distribute two dice for each group and one worksheet for each student with a scoreboard and five medals for coloring on it. Each student rolls two dice twice, adding his/her numbers and writing the total on each one’s scoreboard. The one with the highest total gets to color the medal in each round. The one who colors all five medals first wins. Scoreboard Round 1 Round 2 Round 3 Round 4 Round 5 Ast time 2nd time Total T T | T Medals S967 BF BYTeaching English through Math 32 Source: Adapted from "One digit addition” (n.d.) Retrieved July 20, 2009, from http://immersion.or.kt/bbs/math 4, Mini Yahtzee © Introduce new vocabulary such as upper, section, bonus, players, subtotal and total, Practice English expressions such as It's your turn, Wait a minute, I’m ready now, __plus___equals_, and The sum of __plus_is © Divide the students into groups of three or four and give each group a game board, five dice and five scorecards, Explain the game rules. This is mini Yahtzee with the lower section removed from the scorecard. Students roll the dice and fill out their scorecard. © Make sure that students add numbers orally before actually writing the added numbers on the scorecards.ing English through Math 33 Players Name YAHTZEE SCORE CARD UPPER SECTION 1] 2/3] 4 Aces (Total 1's) Twos (Total 2’s) Threes (Total 3°s) Fours (Total 4’s) Fives (Total 5’s) {Sixes _ (Total 6's) SUB TOTAL ° Bonus steausaam (Score 35) TOTAL > Source: Adapted from "Yahtzee sheet" (n.d.) Retrieved July 21, 2009, from http://www. Istingames.com/rules/yahtzee/scoresheet. pdf 5. Repairing slides by pairing ‘© Introduce new vocabulary such as bond, slide, repair, mend, drag, piece, pair, reset, help and gap. Practice English expressions such as /t’s your turn, Put the piece here, Let's use that one, Move the other one, __plus_equals (is)___, and The sum of ___plus__is__. © Explain about the definition of number bonds and show how to find numbers that bond, For example, explain number bonds to 10 by holding up a certain number of fingers; the children then shout out the number that bonds to 10‘Teaching English through Math 34 with this number. Repeat several times and practice bonds to 20, 30, 40, ... 100. Introduce this online activity. Show children how to repair the slide by using bonds of 20, Arrange the children into pairs at class computers. One student gives directions in English and the other one follows the directions. Let students take turns to work through the activity. Afterwards, have several pairs demonstrate and explain how they calculated the bond and then show how they repaired the slide. Be careful not to let one person do the whole activity with the other one just watching. Repair the slide by dragging on two pieces into each gap. Each pair of numbers should add up to 20. 7 | 14] 10 Pa Doo 10 | 17 | 16 | _ = = 15 | 13] 4 : | 3] 5|6 }Teaching English through Math 35 ide by dragging on numbered sections from the menu. Each pair of numbers should add up to 101 Source: “KS2 bitesize maths" (n.d.) Retrieved July 22, 2009, from http://www. bbe.co.uk/schools/ks2bitesize/maths/activities/addition shtml Subtraction 1, Number cards © Introduce new vocabulary such as bear, drum, fox and duck using the pictures below. Practice English expressions such as Shuffle the cards, Pick up two cards, This is larger, It's Round __, and__minus_ equals _. © Put students in pairs and distribute a set of digit cards ranging from one to nine to each pair, as well as a scorecard to each student. One student shuffles the cards and places them face down on the table. The other student picks up two cards, does the subtraction between the highest number and the lowest,Teaching English through Math 36 number and then writes down the difference on the scorecard. Let students take turns to work through the activity. The one with the bigger difference wins the round. © Make sure that students say the subtraction orally during the activity. ‘Number cards Source: "Jan Brett's numbers" (n.d.) Retrieved July 22, 2009, from hitp://www,janbrett.com/numbers/zero_to_ten.htm‘Teaching English through Math 37 Score card (Example) 9, 4 Round 1 Round 2 Round 3 9-4=5 Round 4 Rounds | Round 6 Round 7 | | | | 2. Riding a bus ‘© Introduce new vocabulary such as bus and bus stop using the pictures below, Practice new expressions such as gef on the bus, get offthe bus, are left, ___ remain and __ is (are) on the bus. ‘© Show a picture with a bus in it, Ask students how many people are on the bus. ‘Students count people on the bus and say the number of people. Then say how many people get on or off at every bus stop and ask how many people are remaining on the bus. For example, say that the bus stops and four people get off the bus, then how many people are on the bus? At the next bus stop, six people get on. How many people are now on the bus? © Make sure that every student participates in the activity and encourage them to use complete sentences when they answer.‘Teaching English through Math 38 Source: Adapted from "Digit subtraction" (n.d.) Retrieved July 22, 2009, from http://immersion.or.kr/bbs/math‘Teaching English through Math 39 3. Repairing slides by cutting ‘© Review words such as slide, piece, reset, help and gap. Introduce new vocabulary such as select, fill, visit, cut, pipe, right, size, must and room. © Demonstrate this online activity on the computer. Show the children how to ccut the pipe so that the right piece fits into the slide. Arrange the children into pairs at class computers. One student gives directions in English and the other one follows the directions. Let students take turns to work through the activity. ‘Afterwards, have several pairs demonstrate and explain about their work. © Be careful not to let one person do the whole activity with the other one just watching.Teaching English through Math 40 Select a gap to fill and then visit the Cutting room to cut a piece of pipe to the right size. You must fill all the gaps in the slide. Source: “KS2 bitesize maths" (n.d.) Retrieved July 22, 2009, from http://www. bbe.co.uk/schools/ks2bitesize/maths/activities/subtraction.shtml Time 1, Tell the time ‘© Introduce new vocabulary such as minute, hour and clock. Practice English expressions using sample questions below. © Show several pictures with clocks on them. Each clock shows a diferent time. Ask sample questions using children’s names. For example, James went to school at what time? (At this point, show a picture that displays 8:00 AM.) Then students read the picture and answer the time in complete sentencesTeaching English through Math 41 using the sample phrases. Repeat several times until students get familiar with the time system. © Make sure that every student participates in the activity. Be creative making more of interesting phrases. Sample Phrases 1. What time does James go to school? . When does math class start? 3. When does schoo! finish? |. When did James’ dad come home? Sample ClocksTeaching English through Math 42 2. How long is a minute? ° ° Time card Introduce new vocabulary such as timer. Practice new expressions such as /t's been (only) __and You're _ seconds over a minute, Put students in pairs and hand out timers for each group and time cards for each student. One student closes his/her eyes and gives a start sign. Then the ther one starts the timer. The one with eyes closed says ‘stop” when he/she feels the minute is over. Then the other one tells how many seconds passed. Let students take tums to work through the activity in pairs. The one closest to ‘a minute wins the round, Make sure that students communicate with each other in English. Round 1 Round 2 Round 3 Round 4 Round 5 |a: Drawing clocks Teaching English through Math 43 ‘©. Introduce new vocabulary such as hand, schedule, routine, usually, always, sometimes, often and rarely. Practice English expressions and adverbs of frequeney using the sample expressions below. © Put students in pairs and distributes clock pictures. Demonstrate how to draw clock hands based on the time system. One student shares his/her schedule using the sample expressions below. Then the other student draws clock hands on the picture to show the time. Let students take turns to work through the activity in pairs. Afterwards, have several pairs demonstrate and explain how they did in the activity. © Make sure that students communicate with each other in English. Be creative making more interesting time-related expressions. Sample expressions fk 2. . Lusually eat dinner at . Inormally sleep for Tusually wake up at Lusually eat breakfast at . Lalways eat lunch at ‘School ends at . Yesterday I started my homework at . I sometimes watch television from hours from to toTeaching English through Math 44 Clocks Source: Adapted from "Time" (n.d.) Retrieved July 23, 2009, from http://immersion.or.kr/bbs/math 4, Guess the time © Introduce new vocabulary such as early, earlier, late and later, Practice English expressions using the examples below. ‘©. Put students in pairs and distribute clock pictures. One student draws the time on the model clock. The other student guesses the time without looking. If the time is wrong, the one who drew the time gives hints by saying ‘earlier’ orTeaching English through Math 45 ‘later’. The one who guesses the time sooner wins the round, The one who colors all five medals first wins, © Make sure that students use complete sentences during the activity. (Example) Student 1: Guess the time. Student 2: It’s one o’elock Student 1: Later Student 2: I's four o’clock. Student 1: Earlier Student 2: It's three o’clock. Student 1: You're right. It’s three o’clock. Clocks‘Teaching English through Math 46 Medals BIBI BY 6 Source: Adapted from "Time" (n.d.) Retrieved July 23, 2009, from http://immersion.or.kr/bbs/math 5. World time © Introduce new vocabulary such as world, country and time-zone. Practice English expressions using the examples below. © Put students in pairs and distribute world time pictures. Have students take ‘tums asking and answering questions about the time using the pictures below, and then have them fill in the blanks. Be careful not to let students see their partner's picture. Allow students to read the names of cities in Korean if itis difficult to pronounce them in English. © Make sure that students use complete sentences during the activity. (Example) SI: What time is it in New York? $2: (looking at his/her world time picture) It's 10:00 o’clock. ‘82: What time is it in Seoul? 1: (looking at his/her world time picture) It's 7:00 o'clock.Teaching English through Math 47 World time 1 NEU (sydney) World time 2 Source: Adapted from "Time" (n.d.) Retrieved July 23, 2009, from http://immersion.or.kr/bbs/mathTeaching English through Math 48 Number sense 1, Number guessing: ‘© Introduce new vocabulary such as place, tens, hundreds and thousands. Practice English expressions using the examples below. © Put students in pairs and distribute handouts. One student writes a four digit number on the paper, with no repeating numbers. Tell students not to show their numbers to their partners, The one who just wrote the number gives clues such as "there is a five in the thousands place. There is six in the hundreds place." The clues can be given in any order. Let students take turns to work through the activity. Afterwards, have several pairs demonstrate and explain how they did in the acti y. © Make sure that students use complete sentences during the activity. Example There is an eight in the thousands place. There is a three in the hundreds place. 8372 ‘There is a seven in the tens place. ‘There is a two in the ones place.‘Teaching English through Math 49 2, Sequencing © Introduce new vocabulary such as the ordinal numbers, refrigerator, kitchen, table, dinner, eat, wash, dish, chair, tree, farm, water, apple, basket and watering can using the pictures below. Practice expressions related to the pictures below such as have dinner, wash dishes, and water a tree. ibute handouts. Let students discuss how to © Put students in pairs and dist sequence the pictures on the handout, and write the ordinal numbers in a way that shows the correct order of the pictures. Afterwards, have several pairs demonstrate and explain how they sequenced each picture, and then tell the story based on the order in which they sequenced the pictures. © Make sure that students communicate with each other in English using expressions that they practiced. Be flexible sequencing pictures because more than one sequence could be right.Teaching English through Math 50 Picture 1 Picture 2 Source: Adapted from "Ordinal numbers" (n.d.) Retrieved July 25, 2009, from hitp://immersion.or.kr/bbs/math‘Teaching English through Math 51 3. Waiting in line © Introduce new vocabulary such as map/brochure, glasses, sandals, yo-yo, balloon, camera, factory, wait, line, ice cream, entrance, shirt and enter using the picture below. Practice expressions related to the picture below such as, wait in line. ‘© Put students in pairs and distribute pictures, one for each group. Let students discuss and answer the questions from the picture. Once they are finished, they can color the picture. Afterwards, have several pairs demonstrate and explain how they answered each question. © Make sure that students communicate with each other in English. Be sure that, every student understands the questions below the picture.Teaching English through Math 52 1. What is the second child from the entronce holding? 2.18 the last child playing with a spinning toy? 3. The child weoring o Crayola shirtig_____from the entronce? 4. Is tho fiat child or the ftth child from the entronce weoring glosses?, '5. How mony chikdeon ore behind the second child? How mony ore boys? Source: Adapted from "Coloring pages" (n.d.) Retrieved July 25, 2009, from http://www.crayola.com/free-coloring-pages‘Teaching English through Math 53 Money 1, Ordering food © Introduce new vocabulary such as food names on the menu below and names of bills and coins in the picture below. Practice new expressions such as I'd likea__, Please bring mea ___, Iwanta_, Could havea __, It cost me and That's ____ dollars (and __ cents). ‘© Arrange students into pairs and distribute pictures and a menu to each pair. The picture contains trays with money on them. Let students calculate each tray and write down the food that they can order with each tray of money. ‘Afterwards, have several pairs to demonstrate and explain what they ordered with the money on the trays. © Make sure that students communicate with each other in English. Menu Hamburger: $2.45 Hot dog: $1.77 Sandwich: $2.55 Milk: $.64 Soda Pop: $1.26 Milkshake: $1.89 Cake: $2.25 Pie: $2.25 Sunde : $2.00 |‘Teaching English through Math 54 Money trays Source: Adapted from "Money" (n.d.) Retrieved July 24, 2009, from http://immersion.or.ks/bbs/math 2. Shopping © Introduce new vocabulary using the pictures below. Practice English expressions such as___plus_equals__andA___anda together cost__.Teaching English through Math 55 © Put students in pairs and distribute handouts. Ask students to add the two things in each box and write the total. Let students discuss while adding the costs, Afterwards, have several pairs to demonstrate and explain how they calculated the cost and show what they bought © Make sure that students communicate with each other in English. © Alternate activi have students bring their own items and price them in class. ‘Students buy and sell them to each other with play money. $3.20 $5.30 Source: Adapted from "Money" (n.d.) Retrieved July 24, 2009, from http://immersion.or.kr/bbs/mathTeaching English through Math 56 3. Making change © Introduce new vocabulary such as change, customer, pay, owe, till, cash register, tray and due using the pictures below. Practice expressions such as, Click on the ones, Click on two dimes, Put the nickel back, etc. © Demonstrate this online activity using a computer. Show the children how to make change. Once the children understand how to do the activity, arrange the children into pairs at class computers. One student gives directions in English and the other one follows the directions. Let students take turns to work through the activity. Afierwards, have several pairs demonstrate and explain how they made change. © Be careful not to let one person do the whole activity with the other one just watching, Fora meen NT eee ee Nad favre mare pear)Teaching English through Math 57 Customer Owes: 70 ceats eer eer cree errr Peat Source: Adapted from "Making change" (n.d.) Retrieved July 25, 2009, from http://justkidsgames.com/play.php?MakingChange Multiplication 1. Flashing sign 1 © Introduce new vocabulary such as roll, multiplication fact, done, times, nish, flash, sign, beneath, click, choose, on the left, on the right, top row, bottom row and show. Practice English expressions such as Slow down, Just a minute, Are you sure?, and I don’t think that's right. © Demonstrate this 01 1 activity on the computer. Show the children how to choose the ht answer among the flashing signs. Arrange the children intoTeaching English through Math 58 pairs at class computers. One student gives directions in English and the other one follows the directions. Let students take tums to work through the activity. © Be careful not to let one person do the whole activity with the other one just watching, Roll over each sign and click the number that shows the correct multiplication fact for 7. Click Done when you've finished. ee Creme Ey iTeaching English through Math 59 Roll over each sign and click the number that shows the correct multiplication fact for 4. Click Done when you've finished Pets C Le ae meee 2 Source: “KS2 bitesize maths" (n.d.) Retrieved July 31, 2009, from http://www. bbe.co.uk/schools/ks2bitesize/maths/activities/ multiplication shtm! 2. TimezAttack © Introduce new vocabulary such as creature, door, find, collect, battle, key, tap, jump, next, look, dice and press found in the game. Practice English expressions such as This way, That way, Stop, Go, Wait a minute, Press Tthink it’s __, and Good job, © Demonstrate this online activity on the computer. Show the children how to choose the correct answer in order to move on to the next question. Arrange the children into pairs at class computers. One student gives directions inTeaching English through Math 60 English and the other one follows the directions. Let students take turns to work through the activity. Be careful not to let one person do the whole activity with the other one just, watching,Teaching English through Math 61 Source: “TimezAttack" (n.d.) Retrieved July 31, 2009, from http:/;www.multiplication.com/interactive_games.htm 3. Card game ‘© Introduce new vocabulary such as king, queen, jack, ace, shuffle, deal and deck. ©. Put students in a group of four and distribute a deck of cards to each group. One student shuffles the deck of cards and deals them face down, giving each player an equal number of cards until the deck runs out. Assign picture cards, such as jacks, queens, and kings, a value of 10. Give aces a value of either 11 or 1, Each player turns two cards face up, reads the number sentence and supplies the answer. For example, if one draws a 5 and a 4, he/she says 5 x 4=‘Teaching English through Math 62 20. The one with the larger product wins all the cards and puts them at the bottom of his/her pile. If one player runs out of cards, the one with the most cards collected wins. © Make sure that students say the multiplication problems orally in English during the activity. Source: " Multiplication math war" (n.d.) Retrieved July 31, 2009, from http://www.education.com/activity/article/multiplication_math_war_fourth Division 1, Flashing signs 11 (© Introduce new vocabulary such as flash, sign, beneath, click, choose, on the left, on the right, top row, bottom row and show. © Demonstrate this online activity on the computer. Show the children how to choose the right answer among the flashing signs. Arrange the children into pairs at class computers. One student gives directions in English and the other one follows the directions. Let students take tums to work through the activity. © Becareful not to let one person do the whole activity with the other one just watching.Teaching English through Math 63 Divide each number by 8 and click on the flashing sign beneath when it's showing the right answer. Divide by -8: $6") 48 Divide each number by 9 and click on the flashing sign beneath when it’s showing the right answer. De Source: “KS2 bitesize maths" (n.d.) Retrieved July 31, 2009, from http://www. bbe.co.uk/schools/ks2bitesize/maths/activities/division.shtm]Teaching English through Math 64 2. Ants Go Marching ° Introduce new vocabulary and phrases such as ant, march, cupcake, apple, watermelon, sandwich, soda and would like to. Demonstrate this online activity on the computer. Show the children how to choose the correct answer in order to move on to the next question before the ants get the food. Arrange the children into pairs at class computers. One student gives directions in English and the other one follows the directions. Let students take turns to work through the activity. Be careful not to let one person do the whole activity with the other one just watching YZAQHEE |e | re oe oO ieTeaching English through Math 65 Source: “Ants go marching” (n.d.) Retrieved July 31, 2009, from http://www.fun4thebrain.com/Division/divant.htmlTeaching English through Math 66 Chapter 6 Conclusion This project is a teaching portfolio in which various activities have been developed and compiled according to the mathematical areas chosen for this project. Through the literature review and needs analysis, I found a variety of strategies and techniques that seemed practical and effective in CBI math classes. In developing this, portfolio, I leamed more about what Korean students need in English math classes, what strategies teachers in immersion classes prefer to use in their classes, and how to adopt, adapt and develop interesting and encouraging math activities for CBI math classes taught in English. This project is designed to help improve first and second grade students’ English proficiency, as well as their mathematical skills; leading them to acquire necessary language skills while learning mathematics rather than learning English out of context. It is my hope that this project will not be abandoned; for it is not a finished work, but a resource to be used, adapted, and even added to. Lastly, I hope that this project will serve the purpose for which it is intended: that it will communicate the practicality and importance of CBI and help to facilitate its use in EFL classes. However, the scope of this project remains limited in three major respects due to time constraints and geographical limitations. First, I was unable to collect data from my target student group and from CBI math teachers in Korean elementary schools. Second, T was unable to develop as many activities as I would have liked to for these various mathematical areas. Lastly, I was unable to pilot the activities in Chapter 5 in CBI classes in Korea.Teaching English through Math 67 I consider this portfolio in progress, one that I hope I will be able to continue adding to and expanding in both scope and depth in the future. Ideally, I hope to have an ‘opportunity to apply the knowledge I have gained while compiling this project and to use the activities it contains for classes I will teach in the future.Teaching English through Math 68 References Bemardo, A. B, (2005). Language and modeling word problems in mathematics among bilinguals. The Journal of Psychology. 139 (5), 413-25. Brinton, D. (2001). Definition and general models. Retrieved May 8, 2009, from http://www bumnet.ucla.edu/flr/content-based/general-models/d-brinton.htm Brinton, D., Snow, M. A., & Wesche, M. B. (2003). Content-based second language instruction. Ann Arbor: University of Michigan Press. Bullock, A. A., & Hawk, P. P. (2001). Professional portfolios for practicing teachers. Bloomington, IN: Phi Delta Kappa Educational Foundation. Crandall, J., & Tucker, G. R. (1990). Content-based instruction in second and foreign languages. In A. Padilla, H. H. Fairchild & C. Valadez. (Ed.), Foreign language education: Issues and strategies (pp. 7-13). Newbury Park, CA: Sage. DeKeyser, R. (2007). Practice in a second language: Perspectives from applied linguistics and cognitive psychology. Cambridge: Cambridge University Press Edgerton, R., Hutchings, P., & Quinlan, K. (1991). The teaching portfolio: Capturing the scholarship in teaching. Washington, DC: American Association for Higher Education. English language learners in math. (n.d.). Retrieved May 14, 2009, from http://teachingtoday. glencoe.com/howtoarticles/english-language-learners-in- math Garrison, L., & Mora, J.K. (1999). Adapting mathematics instruction for English Ianguage learners: The language-concept connection. In L. Ortiz-Franco, N. Hernandez, & Y. De la Cruz. (Eds.), Changing the races of mathematics.Teaching English through Math 69 Perspectives on Latinos (pp. 35-48). Reston, VA: National Council of Teachers of Mathematics. Genesee, F. (1994). Integrating language and content: Lessons from immersion. Center Jor research on education, diversity & excellence. NCRCDSLL educational practice reports. Paper EPRI. Retrieved May 4, 2009, from hitp://repositories.cdlib.org/crede/neredslleducational/EPR11 Graves, K. (2000). Designing language courses: A guide for teachers. TeacherSource. Boston: Heinle & Heinle. Ho, A. (2006). Greetings. Retrieved May 14, 2009, from hitp://english-village. gg. go.kr/eng/engintro/enggreeting/enggreeting.cms Hwang, H. (2008, Dec 18). ‘t38 &H'2012 4 Al@d. O2/ZAil Retrieved May 16, 2009, from http://news.mk.co.kr/outside/view.php?year=2008&n0=767378 Kang, H. (2008, Dec 19). Korean version of TOEFL starts in 2012. The Korea Times. Retrieved May 16, 2009, from http://article joins. com/article/article.asp?Total_ID=3426279 Kang, 8. (2008, Oct 15), English zone allowed in apartments. The Korea Times. Retrieved May 16, 2009, from http://www koreatimes.co.kr/www/news/nation/2008/10/117_32751 htm! Kang, S. (2008, Dec 18). Korean version of TOEFL to debut. The Korea Times. Retrieved May 16, 2009, from http://www koreatimes.co.kr/www/news/nation/2008/12/117_36346.html Kersaint, G., Thompson, D. R., & Petkova, M. (2009). Teaching mathematics to English language learners. New York: Routledge.Teaching English through Math 70 Kim, M. (2008). Study of effectiveness of content-based instruction for Korean college- level learners. Retrieved April 25, 2009, from National Assembly Library. Kim, S. (2008, Dec 15). New English level test to replace college exam. The Korea Herald, Retrieved May 17,2009, from http://news.naver. com/main/read.nhn?mode=LSD&mid=sec&sid1=108&oid=044 &aid=0000079179 Krick-Morales, B. (2006). Reading and understanding written math problems. Retrieved May 12, 2009, from http://www.colorincolorado.org/article/13281 Limb, J. (2008, Sep 6). Losses mount at 21 English villages. JoongdngDaily, Retrieved May 18, 2009, from http://joongangdaily joins.com/article/view.asp?aid=2894599 Math. (n.4.). Retrieved July 22, 2009, from http://Avww.aasdcat.com Met, M. (1999). Content-based instruction: Defining terms, making decisions. NFLC reports. Washington, D.C.: National Foreign Language Center. Park, H. (2008, Dec 19). ‘8t32t &H 2012 4 Al@. A/#A/Z Retrieved May 16, 2009, from http://www. seoul.co.kr/news/news View. php?id=20081219002010 Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press. Robertson, K. (2009). Math instruction for English language leamers. Retrieved May 3, 2009, from http://www.colorincolorado.org/article/30570_ Tomlinson, B. (1998). Introduction, In B. Tomlinson (Ed.), Materials development in language teaching (pp. 1-24). Cambridge: Cambridge University Press.Teaching English through Math 71 Materials References Ants go marching. (n.d.). Retrieved July 31, 2009, from http://swww.fundthebrain.com/Division/divant.html Coloring pages. (n.d.). Retrieved July 25, 2009, from hitp://www.crayola.com/free-coloring-pages Digit subtraction, (n.d.). Retrieved July 22, 2009, from hitp://immersion.or.kr/bbs/math Jan Brett's numbers. (n.d.). Retrieved July 22, 2009, from http://www janbrett.com/numbers/zero_to_ten.htm KS? bitesize maths: addition. (n.d.). Retrieved July 22, 2009, from hhutp://www.bbe.co.uk/schools/ks2bitesize/maths/activities/addition.shtml KS? bitesize maths: division. (n.d.). Retrieved July 31, 2009, from hutp://www.bbe.co.uk/schools/ks2bitesize/maths/activities/division. shtml KS2 bitesize maths: multiplication. (n.d.). Retrieved July 31, 2009, from http://www. bbe.co.uk/schools/ks2bitesize/maths/activities/multiplication.shtml KS2 bitesize maths: subtraction. (n.d.). Retrieved July 22, 2009, from http://www.bbe.co.uk/schools/ks2bitesize/maths/activities/subtraction. shtml Making change. (n.d.). Retrieved July 25, 2009, from http://justkidsgames.com/play.php?MakingChange Money. (n.d.). Retrieved July 24, 2009, from http://immersion.or.kr/bbs/math Multiplication math war. (n.d.). Retrieved July 31, 2009, from hittp://www.education.com/activity/article/multiplication_math_war_fourth One digit addition. (n.d.). Retrieved July 20, 2009, from http://immersion.or.kr/bbs/math Ordinal numbers. (n.d.). Retrieved July 25, 2009, from http://immersion.or.kr/bbs/mathTeaching English through Math 72 Time. (n.d.). Retrieved July 23, 2009, from http://immersion.or.kr/bbs/math ‘TimezAttack. (n.d_). Retrieved July 31, 2009, from http://www multiplication. com/interactive_games.htm Yahtzee sheet. (n.d.). Retrieved July 21, 2009, from http://www. 1stingames.com/rules/yahtzee/scoresheet. pdf‘Teaching English through Math 73 APPENDICES APPENDIX A: Interview Questionnaire for Immersion Teachers You are invited to participate in this email interview on Strategies for Immersion Math Classes. This online interview is being conducted by Keunbae Park, who is studying in the language teaching specialization MA program from the University of Oregon Department of Linguistics. The results of this email interview will be used for my terminal project and will help me understand the needs of teachers in immersion classes. The survey should take approximately 20 minutes. Your participation is completely voluntary. Any information that is obtained in connection with this terminal project that may identify you will remain confidential and will only be accessible by the researcher. If you would like, you may print a copy of this information for your records. If you have any questions regarding this research, contact me by email at keunbae@uoregon.edu or by phone at (541)579-*#4, By completing the interview, you are consenting to participate in this project. Interview Questions for Teachers 1, What grade do you teach now? 2. How long have you been teaching math in an immersion setting? 3. How many students on average do you teach in a class?‘Teaching English through Math 74 . What are your favorite strategies or techniques to effectively deliver subject ‘matter content in your class? Why? Examples: + Delivering slower rates of speech and clear enunciation + Using contextual cues frequently. (e.g. gesture, facial expressions, visuals, etc.) + Encouraging students to work in groups/pairs so that they can help each other. + Relating instruction to students’ backgrounds and experiences. + Providing systematic vocabulary instruction + Having students engage in hands-on activities/materials + Other How do you provide opportunities for students to develop their language proficiency? . What kinds of difficulties have you faced in an immersion setting and how did you solve them? What are your favorite materials to use in classes, in addition to the main textbook? Why? Example: + Other published textbooks + Visual/Audio clips + GraphiesTeaching English through Math 75 + Realia + Other 8. Ifyou had the flexibility to modify the provided curriculum, would you modify it? Ifyes, why? How? 9. How do you check your students’ understanding? What methods do you usually use to verify if they are following you? 10, Do you allow students to use their first language in class? ‘Yes No 11. If you allow your students to use their first language in class, when do you allow it? Why? 12. If you do not allow your students to use their first language in class, why is that? 13, From your experiences, what advice would you give to teachers who just started their careers as immersion teachers?Teaching English through Math 76 APPENDIX B: Interview Questionnaire for Students You are invited to participate in this email interview on Strategies for Immersion Math Classes, This online interview is being conducted by Keunbae Park, who is studying in the language teaching specialization MA program from the University of Oregon Department of Linguistics. The results of this email interview will be used for my terminal project and will help me understand needs of teachers in immersion classes. The survey should take approximately 20 minutes. Your participation is completely voluntary. Any information that is obtained in connection with this terminal project that may identify you will remain confidential and will only be accessible by the researcher. If you would like, you may print a copy of this information for your records. If you have any questions regarding this research, contact me by email at keunbae@uoregon.edu or by phone at (541)579-****. By completing the interview, you are consenting to participate in this project. Interview Questions for Students 1, How many students on average were there in clas 2, What were your favorite strategies or techniques in class? Why? Examples: + Delivering slower rates of speech and clear enunciation + Using contextual cues frequently. (e.g. gesture, facial expressions, visuals, etc.)‘Teaching English through Math 77 Encouraging students to work in groups/pairs so that they can help each other. Relating instruction to students’ backgrounds and experiences. Providing systematic vocabulary instruction. Having students engage in hands-on activities/materials Other ‘What kind of problems did you face in your class and how did you tackle them? |. What werer your favorite materials to use for the lesson besides the main textbook? Why? Example: Other published textbooks Visual/Audio clips Graphics Real Other . If you had the flexibility to modify the provided curriculum, what would be your reason for modifying it? a, b. ‘The provided curriculum is not sufficient to teach English. The topic/activity is not motivating for the students.Teaching English through Math 78 ¢. Sometimes the linguistic level is inappropriate for the students. 4d. Because of time constraints e. Other How did the teacher check the students’ understanding? What methods did the teacher usually use to verify if the students were following? . How were you assessed in class formally and informally? Did you ever use your first language during the class? Why? From your experience, what advice would you give to math teachers who have foreign students in their class?‘Teaching English through Math 79 APPENDIX C: Classroom Observation Tool General deseription Date Place Grade Class time Today's lesson goal 1. Classroom environment (general setting, seating arrangement, classroom ‘equipment: board, chart, etc.)Teaching English through Math 80 2. Teaching strategies Slow delivery rate, clear enunciation ‘© Body language, facial expression, gestures, etc. «Relating instruction to students’ background and experience (schema building) * Checking for understanding: questioning, summarizing, paraphrasing © Grouping: whole class, group work, pair workTeaching English through Math 81 3. Application of materials/activities © Use of main textbook * Use of supplementary materials | © Hands-on activitiesTeaching English through Math 82 APPENDIX D: Sample Lesson Plans Lesson Plan One 1. Objectives Students will be able to do addition in English. Students will be able to use English expressions related to addition. 2. Materials ‘Number flash cards, number pictures, number tables, problem boxes, dice, medal pictures 3. Procedure 1. Review (5 min) — Treviews numbers (1-12, 20, 30, ... , 100) using flash cards or pictures with numbers on them. T reviews how to add numbers. 2. How many pigs are there? (refer to Addition activity 1) (15 min) = T introduces new vocabulary such as pig, pink, gray, black and spots using pictures and English addition expressions such as_plus_equals_. = T shows a picture with two different kinds of pigs on it. T asks students how many pigs there are in each picture and has them draw pigs in their workbook according to the skin color of pigs. After that, T asks students to add all the pigs in the picture and has them write down the equation both in a verbal, expression and in a numerical expression (¢. g. three plus five equals eight, 345-8), After checking if students are following well, T repeats this activity using more pictures with different animals on them.‘Teaching English through Math 83 — T writes down new vocabulary on the board and reviews the words. — T introduces another activity to practice addition expressions. 3. Circle the numbers (refer to Addition activity 2) (20 min) ~_ Ss practice English expressions from the previous activity, such as__plus equals___and The sum of __plus___is T puts students in pairs and distributes handouts with a number table and a problem box on them. There are two types of handouts. The numbers in the number table range from 1 to 16, placed randomly in a box with four rows and four columns. There are 9 questions in the problem box. Partners should have a different kind of worksheet from each other and they shouldn’t see each other’s worksheet. One student reads the equations one by one. The other student adds the numbers and circles the answer in the number table. Students take turns to work through the activity — Tshows correct answers to Ss and reviews them. T writes down new vocabulary and expressions the students learned on the board and reviews them. — T introduces the final activity of the class session to make it easier for the students to remember numbers and addition facts. 4. Medal coloring (refer to Addition activity 3) (20 min) — Tintroduces new vocabulary such as dice, medal, score, roll and color. — Ss practice English expressions such as___plus_equals_and The sum of __plus___is__Teaching English through Math 84 — T puts students in pairs and distributes two dice for each group and one worksheet for each student, The worksheet has a scoreboard and five medals ont, Each student rolls two dice twice, adding his/her numbers and writing the total on each one’s scoreboard. The one with the highest total gets to color the medal in each round, The one who colors all five medals first wins. T should make sure that students add numbers orally in English during the activity. — T writes down new vocabulary and expressions the students leamed on the board and reviews them. — Tasks students which activity they liked best and why.Teaching English through Math 85 Lesson Plan Two . Objectives ‘Students will be able to do subtraction in English, ‘Students will be able to use English expressions related to subtraction. 2. Materials Digit cards, bus pictures, computers 3. Procedure Review (5 min) — Treviews how to subtract numbers, ‘Number cards (refer to Subtraction activity 1) (15 min) T introduces new vocabulary such as bear, drum, fox and duck using pictures. — Ss practice English expressions such as _minus__ equals _. — T puts students in pairs and distributes a set of digit cards ranging from one to nine to each group and a scorecard to each student, One student shutfiles the cards and places them face down on the table. The other student picks up two cards, does the subtraction between the highest number and the lowest number and then writes down the difference on the scorecard. Students take turns to work through the activity. The one with the bigger difference wins the round. T should make sure that students say the subtraction orally during the activity. — T.writes down several problems on the board and asks each S to solve one of them orally. — Tvrites down new vocabulary and expressions the students learned on the board and reviews them. — Tintroduces another activity to practice subtraction facts.Teaching English through Math 86 3. Riding a bus (refer to Subtraction activity 2) (15 min) — Tintroduces new vocabulary such as bus and bus stop using the pictures below and new expressions such as get on the bus, get off the bus, are left, ___ remain and ___ is (are) on the bus. — T shows a picture with a bus in it. T asks students how many people are on the bus. Students count people on the bus and say the number of people. T says how many people get on or off at every bus stop and asks how many people are remaining on the bus after people get on or off the bus at every bus stop. For example, T says that the bus stops and four people get off the bus, then how many people are on the bus? At the next bus stop, six people get on. How many people are now on the bus? T should make sure that every student participates in the activity and encourage them to use complete sentences when they answer. — Towrites down new vocabulary and expressions the students learned on the board and reviews them. — Tintroduces the final activity of the class session to make it easier for the students to remember subtraction facts. 4, Repairing slides by cutting (refer to Subtraction activity 3) (25 min) — Treviews words such as slide, piece, reset, help and gap and introduces new vocabulary such as select, fill, visit, cut, pipe, right, size, must and room. = T demonstrates this online activity on the computer. T shows the children how to cut the pipe so that the right piece fits into the slide. While demonstrating, | ‘T keeps asking Ss about the solutions to the problems on the screen.‘Teaching English through Math 87 Ss will play ‘Repairing slides by cutting’ in pairs. One student gives directions in English and the other student follows the directions. Students take turns to work through the activity. Afterwards, T lets several pairs demonstrate and explain about their work. T should be careful not to let one person do the whole activity with the other one just watching. T writes down new vocabulary and expressions the students leaned on the oard and reviews them. T asks students which activity they liked best and why.Teaching English through Math 88 Lesson Plan Three + Objectives Students will be able to ask and tell the time in English. Students will be able to use English expressions related to time. 2. Materials Clock, timers, clock pictures, world time pictures 3. Procedure 1. Warm-up (5 min) — Tasks $s several questions related to time. (Allow Ss to use Korean when answering.) E.g. What time did you wake up today? ‘What time did you have breakfast? ‘What time did you come to school? ‘What time did you go to bed yesterday? 2. Tell the time in English (10 min) — Tintroduces new vocabulary: minute, hour and clock. — Texplains to Ss about the minute hand and the hour hand of a clock. T explains about hours and minutes using the clock. T points to every hour mark ‘on the clock, saying from one hour to twelve hour, having Ss repeat after T. After that T points to the same marks on the clock, saying every fifth number from 0 to 60 minutes (0. 5. 10. 15. 20. 25. 30. 35. 40. 45. 50. 55. 60) and having Ss repeat after T. — T moves the hands of the clock to set the time and has Ss say them. For example, T: If the hour hand points to the 4 and the minute hand points to the‘Teaching English through Math 89 9, what time is it? Ss: It’s 4:45. T repeats this until the students seem familiar with telling the time in English. — T writes down new vocabulary on the board and reviews the words. — Tintroduces another activity to make the students feel more comfortable with time-telling skills. Guess the time (refer to Time activity 4) (15 min) — T introduces new vocabulary such as early, earlier, late and later. — Ss practice time-related expressions using the examples below. — T puts students in pairs and distributes clock pictures. One student draws a time on the model clock. The other student guesses the time without looking. If the time is wrong, the one who drew the time gives hints by saying ‘earlier” 1e one who or ‘later’. The one who guesses the time sooner wins the round. colors all five medals first wins. — Make sure that students use complete sentences during the activity. (Examples) Student 1: Guess the time. Student 2: It's one o’clock. ‘Student 1: Later ‘Student 2: It's four o’clock. Student 1: Earlier Student 2: It's three o’clock. Student 1: You're right. It's three o'clock. — Tvwrites down new vocabulary and expressions the students learned on the board and reviews them, — T introduces the third activity to make the students feel more familiar with time-telling skills |. World time (refer to Time activity 5) (15 min)‘Teaching English through Math 90 — introduces new vocabulary such as world, country and time-zone and English expressions using the examples below. ~ T puts students in pairs and distributes pictures. T has students take turns asking and answering questions about time using these pictures and fill in the blanks. T should be careful not to let a student see his/her partner's picture. Ss can read the names of cities in Korean if itis too difficult to pronounce them in English. T writes down new vocabulary and expressions the students learned on the board and reviews them. (Example) Sl: What time is it in New York? $2: (looking at his/her world time picture) It's 10:00 o’elock. 2: What time is it in Seoul? _S1: (looking at his/her world time picture) It's 7:00 o'clock. — T introduces the final activity of the class session to make it easier for the students to recall their time-telling skills. 5. How long is a minute? (refer to Time activity 2) (15 min) — T introduces new vocabulary such as timer and practices new expressions such as it’s been (only) __and you're _ seconds over a minute, — T puts students in pairs and hands out timers to each group and time cards to cach student, One student closes his/her eyes and gives a start sign. Then the other student starts the timer. The one with his/her eyes closed says ‘stop’ ‘when he/she feels the minute is over. Then the other person tells how manyTeaching English through Math 91 seconds have passed. Ss take turns working through the activity in pairs. The one closest to a minute wins the round. T writes down new vocabulary and expressions the students learned on the board and reviews them, T asks students which activity they liked best and why.