Teaching History and Social Studies to English Language Learners

1. Front Matter

   Pages i-ix

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2. Introduction

   • Luciana C. de Oliveira, Kathryn M. Obenchain

   Pages 1-6

3. Developing Culturally and Linguistically Relevant Historical Thinking Skills: Lessons from U.S. History Teachers for Newcomer English Language Learners

   • Ashley Taylor Jaffee

   Pages 7-37

4. Teaching History to ELLs in Standards-Based Settings: Implications for Teacher Educators

   • Paul J. Yoder, Stephanie van Hover

   Pages 39-65

5. Using Historical Building Analysis to Support English Language Learners’ Bicultural and Historical Thinking Skills Development

   • Christine Baron, Christina L. Dobbs, Patricia Martínez-Álvarez

   Pages 67-92

6. Preparing Secondary Social Studies Teachers to Help English Language Learners Develop Academic Language and Social Studies Disciplinary Literacy

   • Gayle Y. Thieman, Matthew C. McParker, Elizabeth M. Leider, Kent Billingham

   Pages 93-126

7. Preparing Social Studies and ESOL Teachers for Integrated Language and Content Instruction in Support of ELLs

   • Andrea Honigsfeld, Carrie McDermott, Kelley Cordeiro

   Pages 127-158

8. Using Socratic Circles to Engage English Language Learners in Historical Inquiry and Discussion

   • Hayriye Kayi-Aydar, Jason L. Endacott, Christian Z. Goering

   Pages 159-178

9. Bitter Challenge; Swede Success: Simulating Language Learning Experiences in Social Studies Classrooms

   • Cory Wright-Maley, Jennifer D. Green

   Pages 179-203

10. Apprenticing Students and Teachers into Historical Content, Language, and Thinking Through Genre Pedagogy

    • Laura Schall-Leckrone, Debra Barron

    Pages 205-231

11. Back Matter

    Pages 233-240

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This book investigates the preparation of secondary history and social studies (SS) teachers to teach English language learners (ELLs) in twenty-first century classrooms. This edited collection focuses on the ways in which pre-service and in-service teachers have developed – or may develop – instructional effectiveness for working with ELLs in the secondary history and social studies classroom. The authors address a variety of standards and content examples, including the National Council for Social Studies C3 Framework and Curriculum Standards, the Common Core State Standards for English Language Arts, and content from history, geography, and civics. This volume is part of a set of four edited books focused on teaching the key content areas to English language learners.

• Secondary education
• Policy
• Practice
• Curriculum
• Instructional leaders
• Bilingualism
• teaching history
• teaching social studies
• history education
• social studies education
• english

• University of Miami, Miami, FL, USA

  Luciana C. de Oliveira

• Department of Curriculum and Instruction, Purdue University, West Lafayette, IN, USA

  Kathryn M. Obenchain

Luciana C. de Oliveira is Professor and Chair of the Department of Teaching and Learning at the University of Miami, USA. Her research centres on teaching English Language Learners at the K-12 level, including the role of language in learning the content areas, second language writing, and teacher preparation for ELLs. She has edited two other Palgrave Macmillan books focused on the content areas.

Kathryn Obenchain is Associate Professor at Purdue University, USA. Her research and publications focus on democratic citizenship education in the U.S. and emerging democracies, with a particular interest in how social studies classrooms are structured to promote democratic knowledge, skills and dispositions through curricular and instructional decisions.

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