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Session Type: Symposium
The purpose of this symposium is to share research into how best to prepare social studies teachers to better understand and meet the learning needs of their ELLs, particularly how these approaches support PSTs’ understanding of the civic purpose of social studies in preparing their future ELLs to be enlightened and engaged citizens. Given the increasing numbers of ELLs in schools, the need for teachers to understand ELLs linguistic and academic needs is essential to optimize ELLs’ opportunities to learn and support their civic development. Learning social studies includes two particular challenges for ELLs: abstract vocabulary and cultural context and PSTs need specific preparation to meet ELLs needs.
Developing Culturally and Linguistically Relevant Historical Thinking Skills to Support English Language Learners' Civic Learning and Action - Ashley Taylor Jaffee, James Madison University
Teaching History to English Language Learners in Standards-Based Settings: Implications for Teacher Educators - Paul J. Yoder, Eastern Mennonite University; Stephanie D. Van Hover, University of Virginia
Reimagining History: Preparing Teachers to Teach Critical Literacy Skills of Civic Engagement to Bilingual Learners - Laura Schall-Leckrone, Lesley University; Debra Barron
Socratic Circles in Culturally and Linguistically Diverse Social Studies Classrooms: Evidence From Practice - Hayriye Kayi Aydar, University of Arizona; Jason L. Endacott, University of Arkansas; Christian Zachary Goering, University of Arkansas