Preparing Social Studies Teachers for English Learners: Integrating Academic Language and Community Service Projects

• In Event: Immigration, Identity, and Pedagogy: Toward Asset-Based Approaches to Understanding and Working With Minoritized Students

Abstract

Purposes

In this paper, we highlight elements of culturally and linguistically responsive pedagogy that prepare teachers to work with English Learners (ELs) from a variety of backgrounds. Specifically, we focus on the learning experiences and practices of one secondary social studies teacher to explore promising practices with ELs and effective teacher preparation strategies. This paper highlights two specific strategies used by the teacher: the intentional integration of academic language instruction through sheltered instructional observation protocol (SIOP) and community-engaged service learning.

Perspective(s) or Theoretical Framework

Two specific approaches were used in this study: the sheltered instructional observation protocol (SIOP) and community-engaged service learning. The SIOP model is designed to be used by content area teachers and has been validated through 15 years of research (Short, Echevarria, & Richards-Tutor, 2011). Community-based service learning has also been identified as an effective practice to prepare teachers for culturally and linguistically responsive teaching (Boyle-Baise & Sleeter, 2000).

Methods

We focus on a case study of one high school social studies teacher. Josh worked at Cleveland High School. At that time, the Cleveland student body was approximately 35% White, 44% Hispanic, 15% African-American, and 2% Asian. Approximately 10% of the student body was classified as ELs, and of those students, the vast majority spoke Spanish as their native language. The two research questions were: 1) What are promising culturally and linguistically relevant practices for the secondary social studies teacher in his work with ELs?; and 2) How does the teacher develop his disposition, knowledge, and skills through the teacher education program?

Data Sources, Evidence, Objects, or Materials

Data were collected from project artifacts, teacher reflections, interviews, and discussions. Josh also co-facilitated a community-based service learning project through which U.S. civics instruction was designed and provided to adult ELs in the local community. Themes and patterns were noted to highlight promising culturally and linguistically relevant practices in secondary social studies settings and identify implications for teacher education programs (Yin, 2009).

Results and/or Substantiated Conclusions or Warrants for Arguments/Point of View

Findings highlighted at least three components critical in the instructional process as teachers engage ELs and the local communities. First, a community-based service learning component allowed Josh to develop a deeper understanding of how to support students’ language development. Second, opportunities to practice academic language in his social studies content area allowed Josh to consider various instructional resources based on his understanding of learner needs. Finally, the critical aspect that was developed through Josh’s experience was his pedagogical understanding of learners’ language development.

Scientific or Scholarly Significance of the Study or Work

While Josh’s experience demonstrated the potential to prepare content area teacher candidates for the growing number of ELs, his experience was not common in teacher education programs. Typically, EL instruction at the preservice level is one of many aspects of pedagogy that is thrown into the context of the methods course. Josh’s experience illustrates the need for all preservice teachers to have in-depth TESOL training and field experiences as part of their licensure requirements.

Authors

• Ye He, University of North Carolina - Greensboro

• Wayne Journell, University of North Carolina - Greensboro