Socratic Circles in Culturally and Linguistically Diverse Social Studies Classrooms: Evidence From Practice

• In Event: Preparing Social Studies Preservice Teachers to Teach English Language Learners: Pedagogy Promoting the Civic Purpose of Social Studies

Abstract

Purpose: In this paper, we introduce Socratic circles as a tool that social studies teachers can use to better prepare ELLs for historical inquiry and discussion in the culturally and linguistically diverse (CLD) classrooms. We address the following questions: 1) How does a Socratic discussion meet the academic needs of ELLs? 2) What is essential for pre-service teachers (PSTs) to understand in preparing ELLs for participating in a Socratic discussion and how do we best prepare PSTs for this work? 3) How does Socratic discussion support the civic mission of the social studies curriculum?
Theoretical Framework: Drawing on the literature, we provide educators with a background about cultural competency and positionalities, historical inquiry, and Socratic Circles. We employ the term “positionality” when referring to a person’s unique experiences, beliefs, values, ideologies, and perspectives (Davies & Harré, 1990), which is an important aspect of historical study. Socratic circles, a student centered discussion strategy, are a promising tool for ELLs to improve their language and content knowledge as active engagement in dialogue with multiple speakers provide opportunities for comprehensible input (Krashen, 1985), negotiation for meaning (e.g., Long, 1996), scaffolding (Wood, Bruner, & Ross, 1976), and social interaction (see Lantolf, 2000), which are all known to be essential and necessary for second language acquisition.
Methods and Data Sources: The data come from a series of professional development activities. This professional development opportunity was delivered in four half-day sessions, through an observation of each teacher’s use of the strategy, a book study of Socratic circles: Fostering critical and creative thinking and middle and high school, and ongoing consulting or coaching between participating teachers and the researcher (the 3rd author). The findings are based on the systematic observations and reflections of the third author on the experience and participation of the teachers
Findings: Based on the observations of the social studies teachers’ implementations of and participation in Socratic circles, we identified three areas that need attention in order to effectively involve ELLs in Socratic circles. Those are: 1) Dense Vocabulary in the Socratic Circles, 2) Turn Taking, and 3) Negotiating Positionalities.
The teachers could see that active participation in a dialogue is a complex, multifaceted, and socially risky endeavor. Social studies teachers need necessary background in the areas of active listening, turn taking, and vocabulary learning, use and comprehension.
Once students have used inquiry to develop conclusions, negotiate positionalities, and have shared their ideas in a Socratic circle, there is a natural opportunity to transition into a dialogue in which students identify strategies for taking individual or collective action. The notion of civic agency is important to promote as students consider the power that they have to take informed action or use their knowledge to encourage others to do the same.
Significance: The findings are significant as they offer an in-depth understanding of PSTs’ experience with Socratic Circles, hence contributing to the knowledge about complexities of dialogue, positionalities, and ESL learning; and offering unique insights and implications for teachers, teacher educators, and ELs.

Authors

• Hayriye Kayi Aydar, University of Arizona

• Jason L. Endacott, University of Arkansas

• Christian Zachary Goering, University of Arkansas