Barbara C. Cruz (USA University of South Florida), Stephen J. Thornton (USA University of South Florida)

Teaching Social Studies to English Language Learners

• Broschiertes Buch

Produktbeschreibung

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.

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Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.

Produktdetails

• Teaching English Language Learners across the Curriculum
• Verlag: Taylor & Francis Ltd
• 3 ed
• Seitenzahl: 264
• Erscheinungstermin: 13. November 2024
• Englisch
• Abmessung: 178mm x 253mm x 27mm
• Gewicht: 528g
• ISBN-13: 9781032499437
• ISBN-10: 1032499435
• Artikelnr.: 70346907

Autorenporträt

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.

Inhaltsangabe

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