History Instruction With English Language Learners: A Case Study

• In Event: 35.082 - Roundtable Session 14
  In Roundtable Session: 35.082-7 - Engaging Students With History Concepts and Content

Abstract

This case study of a single middle school U.S. history teacher examines the decision-making and meaning-making processes that result from having English Language Learners (ELLs) in his classes. Data collection draws on the perspectives of the teacher through interviews and document collection, while classroom observations of three separate classes provide insights into instructional practice and interaction with students. The theoretical framework of Thornton’s (1991) characterization of the social studies teacher as curricular-instructional gatekeeper and Grant’s (2003) conceptualization of ambitious teaching and learning inform the findings. The findings indicate that the teacher focuses on the skills section of the state standards as a means of bridging the official curriculum and the perceived cultural and linguistic needs of his ELLs.

Authors

• Paul J. Yoder, University of Virginia

• Stephanie D. Van Hover, University of Virginia