Teaching History and Social Studies to English Language Learners: Preparing Pre-Service and In-Service Teachers

244 Pages·2018·2.541 MB·

by  Luciana C. de Oliveira, Kathryn M. Obenchain (eds.)

Teaching History and Social Studies
to English Language Learners
Preparing Pre-Service and In-Service Teachers
Edited by Luciana C. de Oliveira
and Kathryn M. Obenchain
Teaching History and Social Studies to English
Language Learners
Luciana C. de Oliveira
Kathryn M. Obenchain
Editors
Teaching History and
Social Studies to
English Language
Learners
Preparing Pre-Service and In-Service
Teachers
Editors
Luciana C. de Oliveira Kathryn M. Obenchain
University of Miami Department of Curriculum and Instruction
Miami, FL, USA Purdue University
West Lafayette, IN, USA
ISBN 978-3-319-63735-8 ISBN 978-3-319-63736-5 (eBook)
https://doi.org/10.1007/978-3-319-63736-5
Library of Congress Control Number: 2017959572
© The Editor(s) (if applicable) and The Author(s) 2018
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Contents
1 Introduction 1
Luciana C. de Oliveira and Kathryn M. Obenchain
2 D eveloping Culturally and Linguistically Relevant
Historical Thinking Skills: Lessons from U.S. History
Teachers for Newcomer English Language Learners 7
Ashley Taylor Jaffee
3 T eaching History to ELLs in Standards- Based Settings:
Implications for Teacher Educators 39
Paul J. Yoder and Stephanie van Hover
4 Using Historical Building Analysis to Support English
Language Learners’ Bicultural and Historical Thinking
Skills Development 67
Christine Baron, Christina L. Dobbs, and Patricia
Martínez-Álvarez
v
vi Contents
5 Preparing Secondary Social Studies Teachers to Help
English Language Learners Develop Academic Language
and Social Studies Disciplinary Literacy 93
Gayle Y. Thieman, Matthew C. McParker, Elizabeth M.
Leider, and Kent Billingham
6 Preparing Social Studies and ESOL Teachers for 
Integrated Language and Content Instruction in 
Support of ELLs 127
Andrea Honigsfeld, Carrie McDermott, and Kelley Cordeiro
7 Using Socratic Circles to Engage English Language
Learners in Historical Inquiry and Discussion 159
Hayriye Kayi-Aydar, Jason L. Endacott, and Christian Z.
Goering
8 Bitter Challenge; Swede Success: Simulating Language
Learning Experiences in Social Studies Classrooms 179
Cory Wright-Maley and Jennifer D. Green
9 Apprenticing Students and Teachers into Historical
Content, Language, and Thinking Through Genre
Pedagogy 205
Laura Schall-Leckrone and Debra Barron
Index 233
List of Figures
Fig. 3.1 Grant’s (2003) framework for ambitious teaching and
learning of history 41
Fig. 5.1 Predicting patterns: Korean War 107
Fig. 5.2 Four square: electoral college 107
Fig. 5.3 What is it? What is it not? Racial caste 108
Fig. 5.4 Squared up: race 108
Fig. 5.5 Compare/contrast organizer 114
Fig. 5.6 Sequencing organizer 114
Fig. 5.7 Proposition and support organizer 115
Fig. 5.8 Summarization organizer 116
Fig. 6.1 Conceptual Understanding Within the Inquiry Arc of the
College, Career, and Civic Life (C3) and Language-Based
Approach to Content Instruction (LACI) (CU-C3LACI) 132
Fig. 7.1 Example of compelling question for the concept of
globalization that is connected to disciplinary and
content standards 163
Fig. 7.2 Example of compelling question for the concept of
civil rights that is connected to disciplinary and content
standards 164
Fig. 8.1 Completed visual display from Oct. 2015 191
vii
List of Tables
Table 3.1 Data collection plan 44
Table 3.2 Comparison of class activities on March 13, 2014 53
Table 3.3 Comparison of class activities on February 17, 2014 54
Table 5.1 Sample of student learner profiles 103
Table 9.1 Modeling the genre: what contributed to the expansion
of Rome? 213
Table 9.2 Constructing an historical explanation: what caused the
fall of Rome? 214
Table 9.3 Data sources, analytical strategies, and participants 216
ix
1
Introduction
Luciana C. de Oliveira and Kathryn M. Obenchain
The English language learner (ELL) enrollment in public schools continues
an upward trend. During the 2014–15 academic year, ELLs grew to 4.6
million students, constituting more than 9% of U.S. public school stu-
dents (National Center for Educational Statistics, 2016). By the year 2025,
ELLs are predicted to make up 25% of the student population (National
Education Association, 2005), with the largest number of these students
found in California, Florida, Illinois, New Mexico, New York, Puerto Rico,
and Texas. Several other states have also seen substantial ELL growth,
including Arkansas, Alabama, Colorado, Delaware, Georgia, Indiana,
Kentucky, Nebraska, North Carolina, South Carolina, Tennessee, Vermont,
and Virginia, all of whom have experienced more than 200% growth in the
numbers of ELLs in schools (NCES, 2015). Given the increasing numbers
of ELLs in our schools, the need for all teachers to understand their linguis-
tic and academic needs is essential to optimize ELLs’ opportunities to learn.
L.C. de Oliveira (*)
University of Miami, Coral Gables, FL, USA
K.M. Obenchain
Purdue University, West Lafayette, IN, USA
© The Author(s) 2018 1
L.C. de Oliveira, K.M. Obenchain (eds.), Teaching History and Social Studies to
English Language Learners, https://doi.org/10.1007/978-3-319-63736-5_1
2 L.C. de Oliveira and K.M. Obenchain
In particular, history and social studies occupy an important academic
space in the curriculum that can be challenging for ELLs and their teach-
ers. Both the National Curriculum Standards for Social Studies (2010)
and the more recent College, Career, and Civic Life (C3) Framework for
Social Studies State Standards (2013) reflect the purpose of the social
studies curriculum: preparing young people to “make informed and rea-
soned decisions for the public good as citizens of a culturally diverse,
democratic society in an interdependent world” (2010, p. 9). This civic
imperative complements the content (i.e., civics, economics, geography,
history, behavioral sciences) of social studies, providing a roadmap into
mainstream American culture, including the U.S. historical and sociopo-
litical context (Dabach & Fones, 2016). Learning history and social stud-
ies includes two particular challenges for ELLs: the abstract vocabulary
associated with content-specific concepts and the cultural context of
much of the history and social studies curriculum. Chamot and O’Malley
(1994) noted that the vocabulary associated with social studies is replete
with abstract concepts. Discipline-specific terms such as bill, democracy,
state, legislate (civics), interest, market, opportunity cost, goods and ser-
vices (economics), region, place, development, land use, environment,
map (geography) and continuity, primary source, institutions, periodiza-
tion, and causation (history) can be challenging. For example, in eco-
nomics, a market is a place to sell goods, as well as a literal and virtual
space in which stocks are traded. In addition, when something is mar-
keted, it is attractively advertised. In civics, a bill is a draft of a proposed
law. However, it is also a note detailing an amount of money owed for
goods or services. In addition, many of these terms are culturally contex-
tualized to mean something specific in the USA through particular cul-
turally embedded examples (Barton & Levstik, 2004) that are more
familiar to native-born and native English speakers. Democracy contains
some shared characteristics across contexts (e.g., rule by the people), but
democracy and its institutions are defined, understood, and enacted in a
particular way in the USA that is different from Mexico, Japan, and other
democratic states.
Given the civic purpose of social studies education, combined with the
embedded language and cultural knowledge demands, it is imperative
that social studies teachers are better prepared to meet the needs of their