Supporting English Language Learners

Supporting English Language Learners Through Storytelling in Mathematics

English Language Learners (ELLs) bring unique strengths and perspectives to the classroom, but they may also face challenges when navigating math instruction that relies heavily on language. Storytelling, as a teaching tool, offers a powerful way to bridge the gap between language acquisition and mathematical understanding. By embedding math concepts within engaging narratives, educators can create meaningful and accessible learning experiences for ELLs. This post explores strategies for using storytelling to support ELLs in early years mathematics, emphasizing practical approaches and research-based insights.

Why Storytelling Works for ELLs in Math

Storytelling creates a context for learning that helps ELLs connect abstract mathematical concepts to real-world scenarios. Su (2020) highlights that storytelling fosters curiosity and makes math feel more like an adventure than a task, which is particularly beneficial for students who are still developing language proficiency. Stories also provide a natural and engaging way to introduce vocabulary and mathematical terms, helping ELLs understand concepts without relying solely on direct instruction.

Strategies to Support ELLs Through Storytelling

1. Build Vocabulary Through Context
One of the key benefits of storytelling is its ability to teach math-specific vocabulary in meaningful ways. Jacobi-Vessels et al. (2016) emphasize that contextualized learning allows students to acquire new terms organically, as part of the story. For example, a story about characters sharing a basket of fruits can introduce terms like "divide," "share," and "equal." ELLs are more likely to retain and use this vocabulary when it is tied to a narrative they can visualize and understand.

2. Use Visual Supports and Manipulatives
Gifford (2019) argues that combining storytelling with visual aids and manipulatives helps ELLs make sense of mathematical concepts. Visual supports, such as story illustrations or objects related to the narrative, make the content more accessible. For example, during a lesson about division, using physical objects like cubes or fruits can help students see the concept in action, making abstract ideas more concrete.

3. Incorporate Peer Collaboration
Storytelling provides opportunities for peer interaction, which is vital for ELLs as they develop both language and mathematical skills. Toor and Mgombelo (2015) emphasize that collaborative storytelling activities foster communication and social learning. When students work together to create or solve story-based math problems, they practice verbalizing their ideas and listening to others, strengthening both their language skills and mathematical reasoning.

4. Support Multiple Modalities for Expression
Recognizing that language barriers can limit participation, storytelling activities should allow ELLs to express their ideas in various ways. Su (2020) suggests incorporating drawing, physical manipulatives, and simple verbal explanations to ensure all students can engage. For example, students might draw a picture of a story’s characters and use counters to represent numbers before attempting to verbalize their solution.

A Sample Storytelling Activity: Exploring Math Through Nature

Objective:
To engage students in storytelling by connecting their observations of natural materials to mathematical concepts such as counting, sorting, comparing, and patterns.

Activity Overview:
Take students outside to explore and collect natural materials like leaves, sticks, rocks, or flowers. Use these materials as the foundation for storytelling and mathematical exploration.

Steps for the Activity:

1. Outdoor Exploration:
   Take students to a safe outdoor area, such as a school garden, park, or field. Provide each student with a small basket or bag to collect natural materials. Encourage them to gather items that interest them, such as colorful leaves, small rocks, or twigs.

2. Story Creation:
   Once back in the classroom, ask students to observe their collected materials and create a story inspired by them. Prompt their imagination with questions:

   • "Who might live in a forest with these materials?"

   • "What adventure could these items be part of?"

   • "Can these objects become characters in your story?"

3. Connect to Math:
   Guide students to incorporate math concepts into their stories by asking them to:

   • Count the materials (“How many rocks did you collect?”).

   • Compare quantities (“Who has more leaves? How many more?”).

   • Create patterns (“Can you make a pattern with your sticks and rocks?”).

   • Sort the items by size, color, or shape (“Can you group your materials by their size?”).

4. Group Sharing:
   Have students share their stories with the class. Encourage them to explain the math problems they discovered and solved as part of their storytelling. For example, a student might share how a character in their story used sticks to build a small house and counted the materials needed.

5. Reflection and Discussion:
   Reflect as a class on how the natural materials inspired stories and mathematical thinking:

   • "What math ideas did you use in your story?"

   • "How did working with natural materials help you think about math differently?"

6. Extension:
   Encourage students to create drawings or diagrams of their stories, further exploring shapes, patterns, and measurements. Alternatively, students can write their stories and include math questions for their peers to solve.

Why This Supports Students’ Learning:

Connecting Math to Real Life:
Using natural materials provides a hands-on, relatable context for math exploration. Students see how math exists in the world around them, making abstract concepts more tangible and meaningful.

Encouraging Creativity:
Storytelling through nature allows students to express their imagination while embedding mathematical thinking. This creative process enhances their ability to think flexibly and approach problems innovatively.

Promoting Inquiry and Problem-Solving:
The open-ended activity fosters curiosity and critical thinking as students identify and solve problems in their stories. They practice analyzing scenarios, hypothesizing solutions, and reflecting on outcomes.

Supporting Collaboration and Communication:
Sharing stories encourages students to articulate their ideas, listen to others, and collaborate on problem-solving. These activities build both social and academic skills, fostering a supportive classroom environment.

Inclusive for English Language Learners (ELLs):
The use of tangible materials and visual storytelling helps ELLs overcome language barriers by contextualizing math in relatable narratives. This approach allows students to communicate through actions, visuals, and shared experiences, ensuring meaningful participation. Research supports that these strategies not only enhance math understanding but also promote broader language and social development (Jacobi-Vessels et al., 2016; Gifford, 2019; Toor & Mgombelo, 2015).

Storytelling as a Bridge:
By incorporating storytelling into math lessons, educators create inclusive and dynamic learning environments that connect math to students' lives and experiences. Storytelling not only makes math engaging and interactive but also fosters a sense of belonging and empowerment, particularly for ELLs. It transforms abstract concepts into accessible learning opportunities, bridging math, language, and personal narratives.

References

• Gifford, S. (2019). A new mathematics pedagogy for the early years: In search of principles for practice. International Journal of Early Years Education, 27(3), 224-240. https://doi.org/10.1080/09669760.2019.1608348

• Jacobi-Vessels, J. L., Brown, E. T., Molfese, V. J., & Do, A. (2016). Teaching preschoolers to count: Effective strategies for achieving early mathematics milestones. Childhood Education, 92(2), 92-99. https://doi.org/10.1080/00094056.2016.1150531

• Su, M. (2020). Storytelling in mathematics education: A literature review. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), em1850. https://doi.org/10.29333/ejmste/9250

• Toor, M., & Mgombelo, J. (2015). The use of storytelling as a teaching strategy: A case study of elementary school teachers. International Journal of Education and Literacy Studies, 3(3), 102-110. https://doi.org/10.7575/aiac.ijels.v.3n.3p.102