2. Relatively Poor Math Performance
• Why instruction is needed specifically in math, in the United States
3. Immigration Patterns to the United States
• Ever-increasing quantity of immigrants who speak a different
language at home
4. Why ELL Students Struggle With Math
Instruction
• Not necessarily intuitive – math is not perceived to be as language-
dependent as other fields
5. Standardized Testing
• Another unavoidable hurdle making life more difficult for ELL
students
• Attempts at making questions more reflective of students’ “real
knowledge”
7. Current Approaches
• “Math as a Second Language,” placing ELL students in the general
education classroom
8. Two-Way Immersion (TWI)
• An introduction to how TWI works/is different from general
bilingual classrooms
9. Incentives for TWI Implementation
• Academic gains, English acquisition for ELL students
• Career readiness for
• Public schools with TWI programs draw in
11. Local Examples
• Statistics behind the success of schools that follow the TWI model
• Success on standardized testing
• Interviews with math teachers
• School Culture – differences from a typical classroom
12. Difficulties of Implementation
• Lack of skilled educators, diversity of languages means not all
languages will have support for an entire TWI program
• Opposition argue that language switching costs
13. NCLB, Future Legislation
• No Child Left Behind had a great impact on both how education
was administered and assessed but it is currently being retooled
