• Corpus ID: 210543573

Making Social Studies Meaningful for ELL Students: Content and Pedagogy in Mainstream Secondary School Classrooms

  title={Making Social Studies Meaningful for ELL Students: Content and Pedagogy in Mainstream Secondary School Classrooms},
  author={Michelle Y. Szpara and Iftikhar Ahmad},
Content-area instruction for English language learners (ELL) represents a growing area of instructional need in high schools across the United States. This article focuses on the challenges and successes in developing an effective instructional environment for teaching secondary-level social studies curriculum to a sheltered population of ELLs. In the present study, grant funding was provided for a schooluniversity partnership to support content-area teachers’ efforts to increase ELL students… 

Visualizing Social Studies Literacy: Teaching Content and Skills to English Language Learners

This article presents some of the most promising approaches—including historical photographs, paintings and illustrations, maps, propaganda posters, and graphic organizers— that can be used with learners at all levels of language proficiency.

Assessment, Autonomy, and Elementary Social Studies Time

Background/Context In an era of accountability and standardization, elementary social studies is consistently losing its curricular foothold to English/language arts, math, and science instruction.

Marginalized Students’ Uneasy Learning: Korean Immigrant Students’ Experiences of Learning Social Studies

This study explores how recent Korean immigrant students experience learning social studies and how their unique social, cultural, and educational backgrounds as new immigrants shape their

Sí, Se Puede (Yes, We Can), Culturally Relevant Biographies: A study on the impact of culturally relevant biographies on social studies instruction.

The EL (English learner) population is rapidly growing in the United States. ELs most often are finding themselves placed in classrooms without ESOL trained teachers. In the social studies

An Analysis of Predictors of History Content Knowledge: Implications for Policy and Practice.

How and to what extent students learn history content is a complicated process, drawing from the instructional opportunities they experience; the policy prioritization of history/social studies

Bridging the Cultural-Linguistic Divide in the Standards-based Classroom: Storytelling as a Reflective Form of Academic Discourse

In this paper, I theorize how Bakhtin’s dialogism – a sociocultural approach that views learning not as an individual cognitive achievement, but as a social practice informed by the complexity of

An investigation into the role of language in science education at junior cycle level in Ireland

Xiii Declaration Xv Acknowledgements Xvi List of Table Xvii List of Figures Xxii List of Boxes Xxix List of Appendices Xxx List of Abbreviations Xxxii Definition of terms used throughout the Research



The Challenge of Social Studies for Limited English Proficient Students.

As students with limited proficiency in English transition from English-as-a-Second-Language or bilingual education classes to mainstream classes, they are usually first enrollea in physical


Abstract This article describes the implementation of the Cognitive Academic Language Learning Approach (CALLA), an instructional model that fosters the school achievement of students who are

Bilingual and ESL Classrooms: Teaching in Multicultural Contexts

Demographic predictions are that students with close connections to their bilingual/bicultural heritages (now labeled "language minority students" by the federal government) will be very large in

Impact of Two-way Bilingual Elementary Programs on Students’ Attitudes Toward School and College

The purpose of this study was to examine the influence that participation in a two-way bilingual elementary program has had on former program participants’ language and achievement outcomes; current

Successful Bilingual Education Programs: Development and the Dissemination of Criteria to Identify Promising and Exemplary Practices in Bilingual Education at the National Level

Abstract In 1999, the Intercultural Development Research Association (IDRA) was funded by the U.S. Department of Education, Office of Bilingual Education and Minority Languages Affairs (OBEMLA) to

Teaching Social Studies that Matters: Curriculum for Active Learning

In this book, Thornton details why teachers must develop strong skills in curriculum planning and teaching methods in order for effective instruction to occur.

Black Children’s Knowledge of Standard English

Many black children speak a nonstandard variety of English, but most also use some standard forms. This study shows that measures of command of Standard English vary with the individual, with the

Overlooked and Underserved: Immigrant Students in U.S. Secondary Schools

The United States is being transformed by high, continuing levels of immigration. No American institution has felt the effect of these flows more forcefully than the nation's public schools. And no

World History:

AbstractWORKS on general history have often been noticed in NATURE, especially from the point of view of the space and the position which they assign to science. There has undoubtedly been a marked

September). The Comer School Development Program – Consumer Guide (OR 93-3012). Office of Research, Office of Educational Research and Improvement (OERI), U.S. Department of Education

  • 1993