Teaching Social Studies to English Language Learners

by Bárbara C. Cruz, Stephen J. Thornton

Overview

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.

Product Details

ISBN-13:	9781040125120
Publisher:	Taylor & Francis
Publication date:	11/13/2024
Series:	Teaching English Language Learners across the Curriculum
Sold by:	Barnes & Noble
Format:	eBook
Pages:	288
File size:	24 MB
Note:	This product may take a few minutes to download.

About the Author

Bárbara 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.

Table of Contents

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 Home–School 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 1–4) . . . . . . .

Kinesthetic Learning and Visual Aids: Africa: Physical Geography and Population Distribution (Levels 3 and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

K–W–L–Q–H, Visual Aids, Guided Imagery, and Stratified Questioning: Women’s Work in Southern India (Levels 2–4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Discovery Exercise Using Visual Aids and Stratified Questioning: Adaptation to the Environment: Place Where Native Americans Lived (Levels 1–4) . . . . . . . . . . . . . . . . . . . .

Discussion Dyads, Vocabulary Development, Map Interpretation: Sharing the Colorado River (Levels 2–4) . . . . . . .

3.3 — U.S. History

Looking into Classrooms . . . . . . . . . . . . .

Introduction . . . . . . . . . . . . .

Visual Aids, Stratified Questioning: Lewis and Clark Expedition (Levels 1–4) . . . . . . . . . . . . .

Dioramas, Kinesthetic Learning, and Cooperative Learning: Lewis and Clark Activity 3: Creating a Diorama (Levels 1–4). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Political Cartoon, Critical Analysis, Questioning and Discussion: Immigration in U.S. History (Levels 1–4) . . . . . . . . . . . . .

Timelines and Stratified Questioning Strategy: Woodrow Wilson (Levels 1–4) . . . . . . . . . . .

Modified Text, Visual Aids, Picture Books, Stratified Questioning, and Music: Women in WWII (Levels 1–4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Visual Aids, Role Playing, Guided Reading, and Stratified Questioning: Japanese Americans During WWII (Levels 1–4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Eisenhower’s Military–Industrial 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 1–4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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 1–4) . . . . . . . . . . . . . . . . . . . . .

Visual Aids and Primary Source Documents: Cultural Encounter and Exploration (Levels 3 and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Simplified Text and Concept Map: The Enlightenment (Levels 2–4) . . . . . . . . . . . . . . . . . . . .

Visual Aids, Stratified Questioning, and Guided Discussion: The Industrial Revolution in Great Britain (Levels 1–4) . . . . . . . . . . . . . . . . . . . . . . . .

Role Playing and Cooperative Learning: Factory Life in Twentieth Century Mexico (Levels 2–4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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 2–4) . . . . . .

Teaching with Primary Sources: National Heritage Documents (Levels 2–4) . . . . . . . . . . . . . . . . .

Using Bilingual Dictionaries and Graphic Organizers: Voting Rights (Levels 3 and 4). . . . . .

Supporting Language Development by Simplifying Complex Text and Using Visual Aids: Women’s Suffrage (Levels 3 and 4). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Visual Aids and Graphic Organizers: Executive Powers (Levels 1–4) . . . . . . . . . . . . . . . . . . . .

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 1–4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Cooperative Learning: Setting Priorities and Making Choices: Personal Budgeting. (Levels 3 and 4) . . . . . . . .

Graphic Organizers and Cooperative Learning: Consumer Credit and Debt (Levels 2–4) . . . .

Visual Aids and Stratified Questioning Strategy: Advertising (Levels 1–4) . . . . . . . . . . . . . . .

3.7 — Behavioral Sciences: Sociology, Anthropology, and Psychology

Looking into Classrooms . . . . . . . . . . . . .

Introduction . . . . . . . . . . . . .

Cooperative Learning, Drawing, and Visual Aids: Perspective Consciousness through Mental Cartography (Levels 1–4) . . . . . . . . . . . . . . .

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 1–4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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 1–4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Using Technology, Audio-Visual Materials, and Cooperative Learning: Contemporary Social Issues at Home and Abroad (Levels 2–4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Kinesthetic Learning and Critical Thinking: Taking a Stand (Levels 2–4) . . . . . . . . . . . . . . . .

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 1–4) . . . . . . . . . .

Index

Editorial Reviews

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

From the Publisher