• Corpus ID: 210543573

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

@inproceedings{Szpara2006MakingSS,
  title={Making Social Studies Meaningful for ELL Students: Content and Pedagogy in Mainstream Secondary School Classrooms},
  author={Michelle Y. Szpara and Iftikhar Ahmad},
  year={2006}
}
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

TLDR
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

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