3.++Affective+Supports

=__**Providing Affective Supports for ELLs**__=

Law & Eckes indicated that numerous studies have shown that the “climate in a classroom is an important factor in language learning” (p. 82) and that teachers should make the learning “environment as stress free as possible” (p. 93). The National Council of Teachers of Mathematics shares this viewpoint stating that "an inviting classroom [meeting the needs of students], provides the opportunity for learning as well as a way to help students feel relaxed, emotionally safe, and at ease." (R4 Educated Solutions, p. 27) According to R4 Educated Solutions, established routines, allowing extra wait time and flexible grouping are all powerful tools that facilitate in providing affective supports for students (p. 28). Other strategies that promote inclusion and a safe learning environment include the use of personal response boards, thumbs up/thumbs down and think-pair-share.

The transition into a Canadian classroom for Ambigeswari is a multi-step process. The teacher should first speak with her to find out about her previous schooling experience and try to understand why she does not want to work in groups. It is also important to let her know that it takes some getting used to working in groups, but the classroom peers (and her teacher) are here to help. López also suggests that "learning takes places in social settings" (p. 902), thus the teacher should also try to speak with Ambigeswari and her parents to try to explain to them that she will initially get her to work with a female peer and that as the days/weeks progress, she is expected to contribute in other groups. With time, as she gets more familiar with the classroom system in Canada, she would then be integrated into larger group activities. Open communication is important here to set expectations because the teacher would be setting her up for more problems if Ambigeswari wasn't eased into group work as she will no doubt be doing more of this as she moves into Grade 7 and into high school.

Not only is Ambigeswari trying to adapt to a new culture, in school and in her community, the same is true for her parents. Coming from Sri Lanka, they are most likely used to a different school system than that which they are presently facing. According to Arias and Morillo-Campbell (Promoting ELL Parental Involvement: Challenges in Contested Times, 2008), parents of ELL students face barriers as they try to become informed or involved in their child's schooling. These barriers include an inability to understand English, lack of familiarity with a new and different school system, and differences in acceptable behaviour in different cultures. Although Ambigeswari's parents speak English, it is limited. Her father is educated, having been an accountant in Sri Lanka, so likely believes that an education is important and a stepping stone to a better life. It is important to inform Ambigeswari's parents of the role that they can play in her education. A welcoming school climate that provides easy accessibility to the school (interpreter availability at meetings), time to meet with her parents outside of the school day (her father works in London and her mother works outside of Kitchener, with varying hours of work) will help greatly to convince her parents to become somewhat involved in her education.

Furthermore, she was made to feel unwelcome by certain students in the classroom when they laughed at her name and about the food she eats. The classroom teacher needs to address these issues immediately to ensure that it is a safe and inclusive learning environment for all students, including Ambigeswari. It would be necessary to revisit classroom values, what respectful behaviour means and why such actions are hurtful. This could be accompanied by a lesson on discrimination, racism in particular, as well as bullying, to ensure that students are aware of how their actions can be interpreted. It is important to integrate Ambigeswari into the classroom community. The teacher could perhaps pair Ambigeswari up with another female student who can help guide her and support her with classroom norms and cultural norms. The teacher should also learn as much about Tamil culture as possible and ensure that this is reflected in instruction. Culturally responsive instruction validates an ELLs heritage and culture, thereby instilling confidence and builds self-assurance (R4 Educated Solutions, p. 40). Sharing literature by South Asian authors and text that reflects the immigrant experience would also help the class understand the challenges faced by newcomers. The teacher could organize a multicultural event where students research a festival or type of food from another country and present to the class. The teacher could organize to cook certain dishes together with the students, using this to integrate with Mathematics lessons on measurement and proportion (ratios) using recipes.

Given that L1 support is available for Ambigeswari and since her parents have issues with her working with a male peer tutor, it was suggested that this male student could help translate certain concepts or terms in Ambigeswari's L1 without having to work directly with her. The teacher could facilitate the process by having her write any questions in her L1 and passing it on to her peer tutor to translate or answer in Tamil. The teacher could create visual charts for mathematics with definitions in various first languages of the students in the classroom and have them displayed in the classroom. Having a world map or images from different cultures and regions of the world could also be displayed in the classroom, along with interesting statistics that might accompany them.

The following table from R4 Educated Solutions (p.28) provides suggestions for affective strategies to support understanding, participating and communicating in Mathematics. The simplest being a smile!


 * **Understanding** || **Participating** || **Communicating** ||
 * * Smile.
 * Pronounce the student's name correctly.
 * Be sure the student knows your name.
 * Establish routines so students know what to expect.
 * Face the class when speaking.
 * Speak slowly and distinctly.
 * Avoid slang and explain idioms.
 * Write legibly.
 * Repeat important information.
 * Allow students to audio record lessons.
 * Label objects in the classroom, such as 'trash' and 'overhead projector'.
 * Create attractive, content-related bulletin boards.
 * Provide plenty of wait time.
 * Be patient, kind, understanding, and friendly.
 * Teach to appeal to all five senses. || * Smile.
 * Create a positive, non-threatening classroom environment.
 * Create a nurturing environment.
 * Find opportunities to bring the student's culture and language into class.
 * give frequent, genuine praise.
 * Establish routines so students know what to expect.
 * Post procedures and schedules.
 * Use flexible groupings.
 * Assign bilingual students as peer partners.
 * Have groups present work using chart paper and markers.
 * Highlight contributions of mathematicians from other cultures.
 * Be patient, kind, understanding, and friendly. || * Smile.
 * Be patient, kind, understanding and friendly.
 * Provide plenty of wait time.
 * Create word walls.
 * Use personal response boards which can be easily cut from bathroom tile board.
 * Ask for thumbs up/thumbs down or other physical response. ||

__**References:**__

Law, B., & Eckes, M. (2010). //The More than just Surviving Handbook. (3rd edition).// Winnipeg, MB: Portage & Main Press.

López, O. S. (2009). //The Digital Learning Classroom: Improving English Language Learners’academic success in mathematics and reading using interactive whiteboard technology.// Computers & Education. 54, 901-915.

R4 Educated Solutions. (2010). //Making Math Accessible to English Language Learners: Practical Tips and Suggestions, Grades 6-8.// Bloomington, IN: Solution Tree Press.

Image(s): Freedigitalphotos.net