Abstract
English language learners can develop historical thinking and larger literacy skills by engaging in historical building analysis. Without the barrier posed by traditional text, historical building analysis offers opportunities for English language learners to engage in deep disciplinary practices in ways that simultaneously draw upon and build bicultural and historical knowledge. This chapter presents a framework for engaging in historical building analysis, how to implement it in a classroom, and the specific literacy, linguistic, and cultural practices and skills developed.
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Baron, C., Dobbs, C.L., Martínez-Álvarez, P. (2018). Using Historical Building Analysis to Support English Language Learners’ Bicultural and Historical Thinking Skills Development. In: de Oliveira, L., Obenchain, K. (eds) Teaching History and Social Studies to English Language Learners. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-63736-5_4
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DOI: https://doi.org/10.1007/978-3-319-63736-5_4
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