Abstract
A major focus of teaching English Language Learners (ELL) in mathematics classrooms is to provide multiple opportunities for students to use authentic language. Barrier games offer ELLs a balance between productive (speaking, writing) and receptive (listening, reading) language. In a barrier game, students work in pairs to complete an information gap activity where learners are missing the information they need to complete a task and need to talk to each other to find it. With Desmos®’ Polygraph program, students are provided online tools for transforming informal language into formal language similar to a Barrier Game. Following a background of barrier games in mathematics, this article will provide a detailed description of Polygraph and its potential for all students to learn and apply authentic mathematical language.
Highlights
A barrier game is a type of information-gap task
While some may consider mathematics classrooms a chance for students with limited English proficiency to shine since “mathematics is a universal language,” we cannot assume that these students will perform at grade level without receiving specialized instruction in English
Argumentation, persuasion, and precision in terminology are the basis of much of mathematics meaning that English Language Learners (ELL) require English proficiency as well as target mathematical vocabulary and general academic language
Summary
A barrier game is a type of information-gap task. In the classroom, information– gap tasks involve partners consisting of a speaker and a listener and a message to be communicated [1]. At the end of the game, the barrier is removed and the results are checked for accuracy Because they cannot see each other, pairs of students engaged in a barrier game cannot use gestures or similar aids for comprehension. More authentic communication is likely to occur in the classroom if students go beyond practice of language forms for their own sake and use their linguistic and communicative resources in order to obtain information. In so doing, they will draw available vocabulary, grammar, and communication strategies to complete a task [3]
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