Community, Voice, and Inquiry: Teaching Global History for English Language Learners

Autor/in	Jaffee, Ashley Taylor
Titel	Community, Voice, and Inquiry: Teaching Global History for English Language Learners
Quelle	In: Social Studies, 107 (2016) 3, S.1-13 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2016.1140626
Schlagwörter	English Language Learners; Global Education; Teaching Methods; Qualitative Research; Case Studies; Hispanic American Students; High School Students; Citizenship Education; Interviews; Classroom Observation Techniques; Culturally Relevant Education; Social Studies; Immigrants; Lesson Observation Criteria + Suchen Sie Ihr Suchwort? Globales Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Qualitative Forschung; Case study; Fallstudie; Case Study; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; High school; High schools; Oberschule; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Interviewing; Interviewtechnik; Gemeinschaftskunde; Immigrant; Immigrantin; Immigranten; Unterrichtsmitschau
Abstract	This in-depth qualitative case study explores how one social studies teacher implemented teaching Global History for Latino/a English Language Learners (ELLs) in an urban newcomer high school. Using a framework for culturally and linguistically relevant citizenship education, this article seeks to highlight how the teacher discussed, designed, enacted, and reflected on their Global History curricula through observing, interviewing, and gathering artifacts in a social studies classroom. Findings reveal that although the teacher faced great pressures and demands of implementing a high stakes, standards-based curriculum, he was able to enact a curriculum that focused on accessing and building upon ELL students' cultural, linguistic, and civic assets and experiences. This article explores the curricular and instructional design implemented by the social studies teacher, and aims to provide readers with an example of and insight into how best to meet the needs of ELLs in the social studies classroom. Various examples of social studies teaching strategies and English language learning techniques are discussed, including: experiential learning, writing and revision, inquiry-based learning, discussion, group work, and social studies concept formation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01