Audio Script for TELLIT: Math Affective Learning Environment
Lesson 1.0 Course Overview
Welcome to the online course for Texas English Language Learner Instructional Tool (or TELLIT): Math
Affective Learning Environment. During this course, you will learn how to address the linguistic needs of
English Language Learners (or ELL students). You will discover new approaches that will assist you in
setting up culturally responsive learning and physical classroom environments. Additionally, this course
provides suggestions for welcoming new students into your classroom community and building a
rapport between all students and the teacher.
This course provides opportunities for you to build a repertoire of teaching strategies that will enhance
mathematics instruction and promote academic achievement for ELL students. Click the arrow to
continue.
There are several components to the affective learning environment that address the needs of English
language learners. This course will help you review each of these components by providing instructional
strategies that are beneficial for ELL students. Move your mouse over each item for a brief summary of
the component.
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Affective learning environment
The Affective Filter
Variables that Affect English Acquisition
Class Norms
Culturally-Responsive Classrooms
Language Support
Physical Environment
Lesson 2.0 The Affective Filter and Variables that Affect English Acquisition
Read each quote. How would you respond to each question?
Review the video to learn about the Affective Filter. Click Next to watch the video.
The Affective Filter hypothesis embodies Stephen Krashen's view that a number of 'affective variables'
play a role in second language acquisition. These variables include: motivation, self-confidence and
anxiety. Krashen claims that learners with high motivation, self-confidence, a good self-image, and a low
level of anxiety are better equipped for success in second language acquisition. Low motivation, low
self-esteem, and high anxiety can combine to 'raise' the affective filter and form a 'mental block' that
prevents comprehensible input from being used for acquisition. In other words, when the filter is 'up' it
impedes language acquisition. On the other hand, positive affect is necessary, but not sufficient on its
own, for language acquisition to take place. The student needs to also receive messages that are
comprehensible in order to acquire new knowledge.
©Texas Education Agency
Fall 2010
Audio Script for TELLIT: Math Affective Learning Environment
Consider a house that has a screen door in front of the main door. The screen door allows fresh air to
pass through the screen and into the house. When the weather is cold and uncomfortable the main
door is closed to keep adverse elements out. The Affective Filter Hypothesis works in a similar fashion in
that comprehensible messages or information must pass through an internal filter before the message is
able to be understood. An internal filter exists within the ELL student that determines whether
information in English is allowed or mentally blocked. This filter may include the way an ELL student
feels toward native, English-speaking peers, the classroom setting or environment, as well the student’s
feelings toward the teacher. Factors of motivation, interpersonal acceptance and self-esteem are also
part of the affective filter.
If the affective filter is low, the ELL student can feel comfortable and relaxed in the learning
environment and, therefore, can take in the new comprehensible information. This results in English
language acquisition, acquired content knowledge and progress in overall academic achievement.
However, if the affective filter is high, because of feeling threatened or stressed in some way, the ELL
student can develop a mental block and is unable to take in new information, regardless of how
comprehensible the message might be.
As we begin to plan math instruction, we must take into consideration how ELL students learn new math
concepts while acquiring academic English. This presents a dual challenge for teachers of mathematics.
Think about what you have learned about the affective variables in the learning environment of an ELL
student. Type your thoughts in each box. To complete the activity electronically, click the resource link
to download the file.
Lesson 3.0 The Learning Climate – Norms for Classroom Discussions and
Communicating in Complete Sentences
In the previous lesson, you learned about the affective filter and variables that affect English acquisition.
In this activity, you will learn about establishing norms for classroom discussions and communicating in
complete sentences.
The classroom environment consists of two major components: the learning climate and the physical
environment. Let’s take a deeper look at the learning climate.
When teachers establish standards (or norms) in the classroom learning environment, students know
what is expected of their participation and performance. These expectations shouldn’t be a mystery to
ELL students. Consistent implementation of these classroom norms is the key to a successful and
effective learning environment.
Why is this specific norm important to ELL learners in Math? Norms for classroom discussion help ELL
students acquire the academic language necessary for success. Teaching students classroom discussion
norms can ensure respect and accountability in academic participation and performance.
©Texas Education Agency
Fall 2010
Audio Script for TELLIT: Math Affective Learning Environment
Review the video to learn more about classroom discussions in Math. Click Next to watch the video.
Take a look at real examples of classroom norms and structured discussion activities that you can use in
your classroom. Click the page corner to review class discussion norms from Mr. Noriega’s portfolio
flipbook.
Posting the norms in the classroom, and modeling or role playing the expectations will improve whole
class, as well as, group discussions.
Click the student response that reflects a high expectation for participation and performance as well as
academic language development by all students.
What makes this classroom norm significant is that when students respond using complete sentences,
ELL students hear, internalize and produce the structure of English when talking about math.
Setting high expectations for all students to master academic language is the key to their success as they
progress through each grade level. Having high expectations for using academic language is important to
make classroom conversations more accessible to ELL students and for getting students to speak out in
class. Some ELL students may feel challenged to participate in class because of differences in language
proficiency with native English speakers. This may make an ELL student reluctant to speak in class.
Take a look at real examples of prompts you can use in your classroom. Click the page corner to review
class discussion norms from Mr. Noriega’s portfolio flipbook.
Strategies for supporting the language objectives during instruction can include cloze activities, sentence
stems and paragraph frames. These strategies help scaffold language development for ELL Students and
are used when it is developmentally appropriate as students develop English language proficiency.
During the cloze activities students are only required to supply a one word answer with a word bank to
select from.
Sentence stems are short phrases that model the use of academic vocabulary and correct grammar in
context. Sentence stems are essentially ‘lead-ins’ or models for getting started in producing oral or
written messages. Sentence stems require students to supply a more elaborate response to complete a
thought in sentence form
A paragraph frame builds on previously developed sentence-level skills because students are required to
insert multiple sentences into paragraph form.
Based on the student’s level of English proficiency, you may need to provide more text or specify key
vocabulary that you want the students to use when completing an assignment. As ELL students begin to
acquire more English, you can transition them from sentence stems to paragraphs using paragraph
frames. Click Next to watch the video.
©Texas Education Agency
Fall 2010
Audio Script for TELLIT: Math Affective Learning Environment
Lesson 4.0 The Learning Climate – Norms for Asking for Help and Creating
Opportunities for Participation
In the previous lesson, you learned about establishing norms for classroom discussions and
communicating in complete sentences. In this lesson, you will learn about establishing norms for asking
for help and creating opportunities for participation.
What support structures could the teacher have put in place to assist students even when a student
does not know the answer, need clarification or needs help?
The teacher can redirect the student to the class norm chart for asking for clarification or help or the
teacher could have also provided a sentence stem for answering in complete sentences.
As teachers, we have all, at one time or another, been faced with the dilemma of asking a question that
students do not know how to answer. Students either can’t remember how to do what we are asking or
they simply do not know the answer. This is disconcerting, but there are several solutions that can turn
an embarrassing moment for students into a triumphant one.
When students don’t k now the answer, establish a class norm that teaches students to ask for
clarification or help.
Review the video to see how the teacher works with students to help them learn how to ask for
clarification. Click Next to watch the video.
Take a look at real examples of ways to help students ask for clarification or help. Click the page corner
to review examples from Mr. Noriega’s portfolio flipbook.
If a student requests to use one of these supports, the teacher remembers to return to the student,
after sufficient time, and solicit the response.
Keeping everyone actively involved can certainly be challenging in the classroom. It seems like there is
always a student who goes off-topic or a students who likes to fly under the radar.
In order to make everyone accountable for content and language learning, teachers need to provide
opportunities to increase student participation and use creative techniques to support language
development across the language domains of speaking, writing, listening and reading.
Review the video and watch see students review various vocabulary terms assigned to each group in the
class. Each group is assigned a different math term. Consider how the teacher engages every student to
actively participate in the activity. Click Next to watch the video.
As you watched the video there were several things you may have noticed about the classroom.
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In a small group activity, students feel more comfortable working with their peers because the
affective filter is low.
©Texas Education Agency
Fall 2010
Audio Script for TELLIT: Math Affective Learning Environment
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The teacher distributed playing cards as a way to randomly call on students to be the reporter
during the gallery walk.
Student reporters are seen as experts when they can explain information to other students and
answer any questions their peers might have.
Students have to synthesize information and use language skills in order to learn about the math
term and explain it to their peers.
Reflect on what you have learned in this lesson. Read the scenario and respond to the question. Print
your work if needed. If you choose to work offline, download the activity to your computer to save your
work.
Lesson 5.0 The Learning Climate –Classrooms that are Culturally Responsive
and Support Language Development
In the previous lesson, you learned about establishing norms for asking for help and creating
opportunities for participation. In this lesson, you will learn about classrooms that are culturally
responsive and support language development.
Culturally responsive classrooms create learning climates that are open to and respectful of individual
ideas and cultural contexts that make learning more real, relevant and meaningful for students.
Culturally responsive classrooms take into consideration a student’s cultural background, experiences,
and individual strengths. Teachers use this information to:
 Embed culturally relevant examples and experiences
 Design activities for students to relate their own culture with academic activities
 Design activities that encourage multiple viewpoints,
 and display print and pictures that illustrate personal and cultural identities of students
Review the video to listen to the comments made by two students about a word problem that they have
generated. Click Next to watch the video.
ELL students progress through different stages of language acquisition and must develop confidence to
express themselves with others. To support this, teachers must focus on the ELL student’s message,
address errors, encourage language use, and check for understanding. Move your mouse over each item
to learn more.
Click each name to hear from students or teachers about the significance of supporting language
acquisition for ELL students.
Reflect on what you have learned in this lesson. Read the scenario and respond to the question. Print
your work if needed. If you choose to work offline, download the activity to your computer to save your
work.
©Texas Education Agency
Fall 2010
Audio Script for TELLIT: Math Affective Learning Environment
Lesson 6.0 Additional Characteristics of the Affective Learning Environment
In the previous lesson, you learned about classrooms that are culturally responsive and support
language development. In this lesson, you will learn about additional characteristics of the Affective
Learning Environment.
Throughout the year, new students enter the classroom. ELL students are challenged with learning the
new language, learning the academic content and adjusting to the cultural environment. The role of the
teacher is to help ELL students meet these challenges.
Move your mouse over each image to listen the methods that these three teachers use for creating a
welcoming learning environment in their classroom.
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Ms. Nguyen: The first thing I try to do is learn to say the student’s name correctly so I ask them
to teach me. I listen and repeat it to myself. Then I model it for the class so everyone can say the
student’s name correctly. It’s important for me to learn as much as I can about the student. I
chit chat with the student to find out what they like, what their previous school was like, and
about their family. For some students, we may need to draw pictures to find out about each
other.
Mr. Garza: Assigning a peer partner makes some student feel more comfortable in adjusting to
the new environment. Their peers can give a tour of school, introduce them to other teachers,
explain the class schedule or class routines. I teach peer partners how to assist new students. To
help new students understand the daily routine, I use visuals to represent routines and I model
expectations.
Ms. Roberts: I create new student packets in advance to be prepared when new students arrive.
I put schools supplies, the schedule, a map of the school and cafeteria and bus information as
well as a class picture. Another thing I do is label classroom objects or work areas in English so
that students associate the printed label with the spoken word. When I can, I also label these
things in the students’ native language. Sometimes students help me with this.
What are some things teachers can do to make new ELL students feel welcome in the classroom? Click
each item to review ways you can welcome new ELL students in your classroom.
Lesson 7.0 Physical Affective Environment
In the previous lesson, you learned about additional characteristics of the Affective Learning
Environment. In this lesson, you will learn about the physical affective environment.
Take a look at images taken from print-rich classrooms that Mr. Noriega visited. Click the page corner to
review examples from his portfolio flipbook.
©Texas Education Agency
Fall 2010
Audio Script for TELLIT: Math Affective Learning Environment
If a student requests to use one of these supports, the model teacher remembers to return to the
student, after sufficient time, and solicit the response.
How is your classroom arranged? Does the arrangement allow for student to student interaction?
The way teachers arrange their classroom is often done with behavior management in mind. However,
classroom arrangement can be a powerful tool for facilitating the acquisition of English by ELL students.
By creating numerous opportunities to interact with native English speakers, ELL students acquire both
social and academic language.
Reflect on what you have learned in this lesson. Read the scenario and respond to the question. Print
your work if needed. If you choose to work offline, download the activity to your computer to save your
work.
Lesson 8.0 Course Conclusion - Improving Instruction for ELL Students in Math
Throughout this course you have reviewed various components of an effective, affective learning
environment that is beneficial for ELL students. Take some time to briefly review these components.
Now it’s time for you to complete a self-assessment about using the components of the affective
learning environment with ELL students.
You have learned the importance of the teacher’s role in establishing a learning environment that
promotes content and language acquisition for students who are English language learners. You are
encouraged to apply your new knowledge to your own classroom and implement any changes that
would benefit your ELL students. Remember, it is essential to establish classroom norms and promote a
safe, welcoming learning environment, model the expectations, and provide opportunities for student
interaction. You now have the opportunity to demonstrate to colleagues effective teaching strategies
that will enhance student performance and English acquisition. As you continue to grow professionally,
you may want to investigate the online courses about the Cognitive Learning Environment and the
Linguistic Learning Environment that are available through this system. Thank you for your effort in
meeting the needs of students who are English language learners.
Review for Course Quiz
Now it is time for a quick review. This review will help you prepare for the course quiz and receive the
certificate of completion. Select the best answer for each scenario. Make note of any items answered
incorrectly and review the relevant lesson and sections in the course. After you complete your review,
access the test/quizzes from the menu. Click the arrow to begin the review for the course quiz.
©Texas Education Agency
Fall 2010
Audio Script for TELLIT: Math Affective Learning Environment