Preparing Social Studies and ESOL Teachers for Integrated Language and Content Instruction for English Learners

• In Event: 31.092 - Sheraton Roundtable Session Three - Grand Centre
  In Roundtable Session: 31.092-3 - Trends in Social Studies Teaching

Abstract

This paper presents a multi-case study of four high-school co-teaching teams consisting of one ESOL teacher and one social studies teacher. It deconstructs the practices the co-teaching teams incorporated in their classes for concept development and attainment as well as examines the co-teaching partnerships and how the teams integrated language and content instruction to offer ELs an entry point into developing conceptual understanding of core content. The case study is built on a theoretical model the authors generated for Conceptual Understanding (CU – C3LACI) which fuses the Inquiry Arc of College, Career, and Civic Life (C3) and Language-Based Approaches to Content Instruction (LACI) (de Oliveira, 2016), thus offering a new framework for integrated instructional practices and concept development in social studies.

Authors

• Carrie McDermott, Molloy College

• Andrea M. Honigsfeld, Molloy College