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Teaching History and Social Studies to English Language Learners pp 39–65Cite as

Palgrave Macmillan

Teaching History to ELLs in Standards-Based Settings: Implications for Teacher Educators

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Abstract

This case study of a middle school U.S. history teacher examines the teacher’s decision-making and meaning-making processes in teaching English Language Learners (ELLs) in his classes. Data collection draws on the perspectives of the teacher through interviews and document collection, while a series of seven classroom observations of three separate classes provides insights into instructional practice and interaction with students. The theoretical framework of Thornton’s (Teacher as curricular-instructional gatekeeping in social studies. In: Shaver JP (ed) Handbook of research on social studies teaching and learning. Macmillan, New York, pp 237–248, 1991) characterization of the social studies teacher as curricular-instructional gatekeeper and Grant’s (History lessons: Teaching, learning and testing in U.S. high school classrooms. Lawrence Erlbaum Publishers, Mahweh, 2003) conceptualization of ambitious teaching and learning inform the data analysis. The findings indicate that the teacher focused on the skills section of the state standards as a means of bridging the official curriculum and the perceived cultural and linguistic needs of his ELLs.

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Authors and Affiliations

  1. Eastern Mennonite University, Harrisonburg, VA, USA

    Paul J. Yoder

  2. University of Virginia, Charlottesville, VA, USA

    Stephanie van Hover

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  1. Paul J. Yoder
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  2. Stephanie van Hover
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Editors and Affiliations

  1. University of Miami, Miami, FL, USA

    Luciana C. de Oliveira

  2. Department of Curriculum and Instruction, Purdue University, West Lafayette, IN, USA

    Kathryn M. Obenchain

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Yoder, P.J., van Hover, S. (2018). Teaching History to ELLs in Standards-Based Settings: Implications for Teacher Educators. 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_3

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  • DOI: https://doi.org/10.1007/978-3-319-63736-5_3

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  • Online ISBN: 978-3-319-63736-5

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