Integrating Language and Content Instruction in History: Preparing History Teachers to Work With English Learners

• In Event: Diverse Approaches for Developing Historical Literacy With K-12 Students

Abstract

This paper presents evidence about the influence of infusing EL modules into a history methods course. Mixed methods were used in an action research cycle to uncover participants’ attitudes and preparedness to teach English learners (ELs) in mainstream history classes before and after experiencing language-based strategies for “doing history.” Participants demonstrated positive attitudes toward EL inclusion, recognized a specialized language of history and their role as teachers of the language of history. Modifications to modules contributed to an increased sense of preparedness for subsequent cohorts. Results from exposing participants to using language analysis to “do history” were mixed. More coordination among teacher education program elements and further research are recommended to follow participants into teaching sites and assess pupil learning.

Authors

• Laura Schall-Leckrone, Boston College

• Patrick J. McQuillan, Boston College