Abstract
Purpose. The purposes of this study were to determine which language learning strategies were: (1) used more frequently by fourth-grade sheltered math teachers at selected Los Angeles County elementary schools, and (2) reported as especially helpful to accelerate math achievement among Hispanic English learners. Methodology. Forty-one fourth-grade elementary teachers from twelve Los Angeles County schools participated in this study. Two instruments, a survey and interview protocol, were developed and used in this study. Forty-one teachers received and returned surveys. Twelve teachers were nominated and completed individual interviews. Descriptive statistics were applied to quantitative data to determine which strategies teachers use more frequently. Qualitative methods were applied to determine which strategies were especially helpful in accelerating math achievement among fourth-grade Hispanic English learners. Findings. Eight language learning strategies were taught more frequently: (1) work in groups to solve problems, (2) clarify math materials with peers, (3) order and classify math concepts, (4) use pictures and imagery to understand math, (5) apply new vocabulary words to math problems, (6) check and correct calculations, (7) check to ensure that all steps in math problems are completed, and (8) work toward personal math goals. Three language learning strategies were reported as especially helpful: (1) teaching English learners to work together in groups to solve math problems, (2) teaching Hispanic English learners to use pictures or imagery to represent information in a math problems, and (3) teaching English learners to check their work to determine that they make correct calculations. Conclusions. The findings suggest: (1) teachers who accelerate math achievement among fourth-grade Hispanic English learners successfully integrate selected social, cognitive, metacognitive, and affective language learning strategies that affords their students the opportunity to engage in learning at all levels of Bloom's Taxonomy, and (2) cooperative learning strategies accelerate math achievement among Hispanic English learners because they complement Hispanic cultural norms including interactive group work and peer and teacher support. Recommendations. Replicate this study with English learners who speak other primary languages to determine which language learning strategies accelerate their math achievement.