Advertisement

Developing Literacy Through Contemporary Art: Promising Practices for English Language Learners in Social Studies Classrooms

  • Bárbara C. CruzEmail author
  • Robert W. Bailey
Chapter
Part of the English Language Education book series (ELED, volume 17)

Abstract

This chapter describes an innovative approach for teaching English Language Learners (ELLs) that incorporates contemporary art in social studies instruction. A model lesson is included that explores the work of contemporary artist Mary Mattingly and has students consider the ecological footprints left by humans as they interact with their environment. ELLs simultaneously develop important academic skills called for by the Common Core State Standards—such as accurately using academic language, engaging in high-level discussions, and refining diverse and creative thinking—while reflecting on their role as “extractive beings.” A university-school partnership that employs curricular interdisciplinarity, relevance to students’ lives, and active learning is described. To achieve these goals, ELL-supportive classroom strategies such as rich visual content, word walls, and scaffolded cooperative learning are utilized and discussed.

References

  1. August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of vocabulary development for English language learners. Learning Disabilities: Research and Practice, 20(1), 50–57.  https://doi.org/10.1111/j.1540-5826.2005.00120.x CrossRefGoogle Scholar
  2. Brown, C. L. (2007). Strategies for making social studies texts more comprehensible for English language learners. The Social Studies, 98(5), 185–188.CrossRefGoogle Scholar
  3. Calderón, M., Slavin, R., & Sánchez, M. (2011). Effective instruction for English learners. The Future of Children, 21(1), 103–127.CrossRefGoogle Scholar
  4. Cohen, E. G. (1994). Groupwork. New York, NY: Teachers College Press.Google Scholar
  5. Contemporary Art Museum. (2016). Past exhibitions: Extracted (2016). Tampa, FL: University of South Florida. Retrieved from http://www.ira.usf.edu/CAM/cam_exhibitions.html#2016
  6. Cruz, B. C., & Thornton, S. J. (2012). Visualizing social studies literacy: Teaching content and skills to English language learners. Social Studies Research and Practice, 7(2), 98–111.Google Scholar
  7. Cruz, B. C., & Thornton, S. J. (2013). Teaching social studies to English language learners (2nd ed.). New York, NY: Routledge Publishers.Google Scholar
  8. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.CrossRefGoogle Scholar
  9. Echevarria, J., Short, D., & Powers, K. (2010). School reform and standards-based education: A model for English-language learners. The Journal of Educational Research, 99(4), 195–211.CrossRefGoogle Scholar
  10. Echevarria, J. J., Vogt, M. J., & Short, D. (2012). Making content comprehensible for English learners: The SIOP model (4th ed.). New York, NY: Pearson.Google Scholar
  11. Egbert, J., & Simich-Dudgeon, C. (2001). Providing support for non-native learners of English in the social studies classroom: Integrating verbal interactive activities and technology. The Social Studies, 92(1), 22–25.CrossRefGoogle Scholar
  12. Eison, J. (2010). Using active learning instructional strategies to create excitement and enhance learning. Retrieved from https://www.cte.cornell.edu/documents/presentations/Eisen-Handout.pdf
  13. Francis, D. (2005, October). Practical guidelines for the education of English language learners. Paper presented at the LEP Partnership Meeting, Washington, DC. Retrieved from https://www.researchgate.net/profile/David_Francis9
  14. Gersten, R., & Baker, S. (2000). What we know about effective instructional practices for English-language learners. Exceptional Children, 66(4), 454–470.CrossRefGoogle Scholar
  15. Hill, J. D., & Miller, K. B. (2013). Classroom instruction that works with English language learners. Alexandria, VA: ASCD.Google Scholar
  16. Hinde, E. T. (2005). Revisiting curriculum integration: A fresh look at an old idea. The Social Studies, 96(3), 105–111.CrossRefGoogle Scholar
  17. Hulleman, C. S., & Harackiewicz, J. M. (2009). Promoting interest and performance in high school science classes. Science, 326(5958), 1410–1412.CrossRefGoogle Scholar
  18. Hur, J. W., & Suh, S. (2012). Making learning active with interactive whiteboards, podcasts, and digital storytelling in ELL classrooms. Computers in the Schools, 29(4), 320–338.CrossRefGoogle Scholar
  19. Jacobs, H. H. (1989). Interdisciplinary curriculum. Alexandria, VA: ASCD.Google Scholar
  20. Lucas, T., Villegas, A. M., & Freedson-Gonzalez, M. (2008). Linguistically responsive teacher education: Preparing classroom teachers to teach English language learners. Journal of Teacher Education, 59(4), 361–373.CrossRefGoogle Scholar
  21. Mead, S., Ellerbrock, C., & Cruz, B. (2017). Discussing global issues through contemporary art. The Social Studies, 108, 72–77.CrossRefGoogle Scholar
  22. Montecel, M. R., & Cortez, J. D. (2002). Successful bilingual education programs. Bilingual Research Journal, 26(1), 1–22.CrossRefGoogle Scholar
  23. National Council for the Social Studies. (2011). National curriculum standards for social studies: A framework for teaching, learning, and assessment. Silver Spring, MD: NCSS.Google Scholar
  24. National Council for the Social Studies. (2013). College, career, and civic life framework. Silver Spring, MD: NCSS.Google Scholar
  25. National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common core state standards. Washington, DC: Authors.Google Scholar
  26. Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231.CrossRefGoogle Scholar
  27. Pyle, D., Pyle, N., Lignugaris/Kraft, B., Duran, L., & Akers, J. (2016). Academic effects of peer-mediated interventions with English language learners: A research synthesis. Review of Educational Research, 20(10), 1–31.Google Scholar
  28. Salinas, C. S., Rodríguez, N. N., & Blevins, B. (2017). Emergent bilinguals in the social studies. In M. M. Manfra & C. M. Bolick (Eds.), The Wiley handbook of social studies research (pp. 440–460). Malden, MA: Wiley-Blackwell.CrossRefGoogle Scholar
  29. Scarcella, R. (2003). Academic English: A conceptual framework (Technical Report 2003-1). Davis, CA: The University of California Linguistic Minority Research Institute.Google Scholar
  30. Short, D., & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners. New York, NY: Carnegie Corporation.Google Scholar
  31. Skehan, P. (1998). A cognitive approach to language learning. Oxford, UK: Oxford University Press.Google Scholar
  32. Szpara, M. Y., & Ahmad, I. (2007). Supporting English-language learners in social studies class: Results from a study of high school teachers. The Social Studies, 98(5), 189–196.CrossRefGoogle Scholar
  33. Truscott, D., & Watts-Taffe, S. (1998). Literacy instruction for second-language learners: A study of best practices. National Reading Conference Yearbook, 47, 242–252.Google Scholar
  34. Truscott, D., & Watts-Taffe, S. (2000). Using what we know about language and literacy development for ESL students in the mainstream classroom. Language Arts, 77(3), 258–265.Google Scholar
  35. Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20–32.CrossRefGoogle Scholar
  36. Westheimer, J., & Kahne, J. (2004). What kind of citizen?: The politics of educating for democracy. American Educational Research Journal, 41(2), 237–269.CrossRefGoogle Scholar
  37. Wright, W. (2016). Let them talk! Educational Leadership, 73(5), 24–30.Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Department of Teaching and LearningUniversity of South FloridaTampaUSA
  2. 2.South Plantation High School, Broward County Public SchoolsFort LauderdaleUSA

Personalised recommendations