This fully updated new edition provides readers with a comprehensive understanding of the challenges that face English language learners (ELLs), also known as English Learners (ELs), as well as the ways in which educators might address them in the social studies classroom.
This fully updated new edition provides readers with a comprehensive understanding of the challenges that English language learners (ELLs), also known as English Learners (ELs), face, as well as the ways in which educators might address them in the social studies classroom.
The authors offer context-specific strategies for the full range of the social studies curriculum, including geography, U.S. history, world history, economics, and government. These practical instructional strategies will effectively engage learners and can be incorporated as a regular part of instruction in any classroom. Features of this fully updated new edition include:
· An updated and streamlined introduction, which provides an essential overview of ELL theory in a social studies-specific context;
· "Teaching Tips" that offer helpful suggestions and ideas for creating and modifying lesson plans to be inclusive of English Learners;
· Practical examples and pedagogical elements in Part 3, which include more visuals, suggestions for harnessing new technologies, discussion questions, and reflection points; and
· Useful lists of online and print resources for teachers and students.
Teaching Social Studies to English Language Learners is a valuable reference to help pre- and in-service social studies educators meet the challenges of including all learners in effective instruction.
Recenzijos
I do not believe there are similar works to this text in book form. You can find ELL texts that can be applied to SS, but there is nothing that I have run across that supports ELLs in SS. I also think this is an excellent text for helping think about differentiation for all learners.
Alexander Butler, Assistant Professor at Bowling Green State University, Ohio, USA
I would unequivocally recommend this book for future teachers and even current teachers.
Natalie Young, Assistant Professor of Early Childhood Education, Northern Illinois University, USA
List of Figures
List of Tables
Acknowledgements
Introduction
PART I English Learners
1.1 Orientation
Key Judicial Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Rise of Mainstreaming . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.2 Not All ELs and Families Are the Same
Stages of Cultural Adjustment . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .
Cultural Practices at School . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Effective HomeSchool Communication . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . .
Ideas: On Fostering Access . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ideas: On Fostering Approachability . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . .
Ideas: On Achieving Good Follow-Through . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . .
Summary
1.3. English Learners with Exceptionalities
Pedagogic and Programmatic Models
Teacher Approaches. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . .
Gifted EL Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.4 The Process of English Language Learning in the Social Studies
Classroom and What to Expect
Introduction
Stages of Language Development
Principles for Creating Effective Language Learning Environments
Constructing a Curriculum with Language Needs in Mind. . . . . . . . . . . .
. . . . . . . . . . . . . . . . .
Language Learning in the Social Studies Classroom. . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . .
Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . .
PART II Social Studies Teaching and Learning
2.1 Principles of Social Studies Teaching and Learning
Elements of an Instructional Program. . . . . . . . . . . . . . . . . . . . .
. .
Social Studies and the Common Core Standards . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . .
Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Intellectual Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Conclusion
2.2 Social Studies-Focused EL Scholarship
The Classroom Environment . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .
Content-Centered Language Instruction . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . .
Best Language Practice in Social Studies Instruction . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . .
Discussion and Questioning . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .
Discovery and Exploration . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . .
Language Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sheltered Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Individualized and Differentiated Instruction. . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . .
Technology-Based Instruction and Learning . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . .
Cooperative Learning Skills . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Bilingual Education and Translanguaging. . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . .
Culturally Responsive Pedagogy . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Importance of Reflective Practice . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . .
Promising Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . .
Summary
2.3 Pathways for Enacting the Social Studies Curriculum
Textbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . .
Visual Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . .
Graphic Organizers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . .
Alternative Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.
Demonstrations and Total Physical Response. . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . .
Role Playing and Simulations. . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . .
Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
Some final reminders . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . .
PART III Teaching Social Studies
3.1 Introduction
3.2 Geography
Looking into Classrooms. . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . .
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .
Kinesthetic Learning and Stratified Questioning: The Concept of Scale (Levels
14) . . . . . . .
Kinesthetic Learning and Visual Aids: Africa: Physical Geography and
Population Distribution (Levels 3 and 4) . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
KWLQH, Visual Aids, Guided Imagery, and Stratified Questioning: Womens
Work in Southern India (Levels 24) . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . .
Discovery Exercise Using Visual Aids and Stratified Questioning: Adaptation
to the Environment: Place Where Native Americans Lived (Levels 14) . . . . .
. . . . . . . . . . . . . . .
Discussion Dyads, Vocabulary Development, Map Interpretation: Sharing the
Colorado River (Levels 24) . . . . . . .
3.3 U.S. History
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Visual Aids, Stratified Questioning: Lewis and Clark Expedition (Levels 14)
. . . . . . . . . . . . .
Dioramas, Kinesthetic Learning, and Cooperative Learning: Lewis and Clark
Activity 3: Creating a Diorama (Levels 14). . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . .
Political Cartoon, Critical Analysis, Questioning and Discussion: Immigration
in U.S. History (Levels 14) . . . . . . . . . . . . .
Timelines and Stratified Questioning Strategy: Woodrow Wilson (Levels 14) .
. . . . . . . . . .
Modified Text, Visual Aids, Picture Books, Stratified Questioning, and Music:
Women in WWII (Levels 14) . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . .
Visual Aids, Role Playing, Guided Reading, and Stratified Questioning:
Japanese Americans During WWII (Levels 14) . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . .
Eisenhowers MilitaryIndustrial Complex Speech, 1961: Simplifying Text and
Role Playing (Levels 3 and 4) . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.4 World History
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Culturally Sensitive Pedagogy, Visual Aids, Stratified Questioning, and
Research Skills: World Origins of Our Class (Levels 14) . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . .
Visual Aids, Guided Observation, Word Wall, and Stratified Questioning: The
Agricultural Revolution (Levels 1 and 2). . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . .
Realia, Word Wall, and Visual Aids: The Renaissance (Levels 14) . . . . . .
. . . . . . . . . . . . . . .
Visual Aids and Primary Source Documents: Cultural Encounter and Exploration
(Levels 3 and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Simplified Text and Concept Map: The Enlightenment (Levels 24) . . . . . . .
. . . . . . . . . . . . .
Visual Aids, Stratified Questioning, and Guided Discussion: The Industrial
Revolution in Great Britain (Levels 14) . . . . . . . . . . . . . . . . . .
. . . . . .
Role Playing and Cooperative Learning: Factory Life in Twentieth Century
Mexico (Levels 24) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.5 Government and Civics
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Graphic Organizers and Visuals: The Duties, Responsibilities, and Rights of
United States Citizens (Levels 1 and 2) . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . .
Using Peer Teaching, Translanguaging, and Visual Aids: Political Cartoons
(Levels 24) . . . . . .
Teaching with Primary Sources: National Heritage Documents (Levels 24) . . .
. . . . . . . . . . . . . .
Using Bilingual Dictionaries and Graphic Organizers: Voting Rights (Levels 3
and 4). . . . . .
Supporting Language Development by Simplifying Complex Text and Using Visual
Aids: Womens Suffrage (Levels 3 and 4). . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Visual Aids and Graphic Organizers: Executive Powers (Levels 14) . . . . . .
. . . . . . . . . . . . . .
The Federal Budget: Where Should the Government's Money Go?
3.6 Economics
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Simplified Text, Visuals, and Foldables: Developing Key Vocabulary (Levels 1
and 2) . . . . . . . .
Visual Aids, Realia, Expressive Demonstration, and Stratified Questioning
Strategy: Goods, Services, Needs, and Wants (Levels 14) . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Cooperative Learning: Setting Priorities and Making Choices: Personal
Budgeting. (Levels 3 and 4) . . . . . . . .
Graphic Organizers and Cooperative Learning: Consumer Credit and Debt (Levels
24) . . . .
Visual Aids and Stratified Questioning Strategy: Advertising (Levels 14) . .
. . . . . . . . . . . . .
3.7 Behavioral Sciences: Sociology, Anthropology, and Psychology
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Cooperative Learning, Drawing, and Visual Aids: Perspective Consciousness
through Mental Cartography (Levels 14) . . . . . . . . . . . . . . .
Visuals, Graphic Organizers, Artifacts, and Modified Assessment: Religions of
the World (Levels 1 and 2). . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Visual Aids, Realia, Object-Based Learning: Archaeological Artifacts (Levels
1 and 2). . . . . .
Guided Visual Analysis, Graphic Organizers, and Cooperative Learning: Social
Institutions and Elements of Culture (Levels 1-4) . . . . . . . . . . . . . .
. . . . . . .
Alternative Assessments: Sociology: Surveys and Opinion Polls (Levels 2-4)
Visual Art, Graphic Organizer, and Effective Closure: Psychology: Identity
Formation (Levels 14) . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.8 Social Issues in the Social Studies Classroom
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Cooperative Learning, Kinesthetic Activities, and Stratified Questioning
Strategy: The Paper Chase (Levels 14) . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Using Technology, Audio-Visual Materials, and Cooperative Learning:
Contemporary Social Issues at Home and Abroad (Levels 24) . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Kinesthetic Learning and Critical Thinking: Taking a Stand (Levels 24) . . .
. . . . . . . . . . . . .
Infographics, Critical thinking, and Discussion: World Population Trends
(Levels 3 and 4) . . . . .
Critical Visual Analysis, Student Research, and Discussion: Social Media and
Hashtag Activism (Levels 14) . . . . . . . . . .
Index
Bįrbara C. Cruz is Professor of Social Science Education at the University of South Florida, USA.
Stephen J. Thornton is Emeritus Professor of Social Science Education at the University of South Florida, USA.
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