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Teaching History and Social Studies to English Language Learners pp 179–203Cite as

Palgrave Macmillan

Bitter Challenge; Swede Success: Simulating Language Learning Experiences in Social Studies Classrooms

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Abstract

This chapter describes a simulation social studies activity teacher educators (TEs) can use in their methods courses or to facilitate professional development to P/ISTs (preservice and in-service teachers). The simulation itself demonstrates that effective English language learning can take place within content-specific classrooms without “dumbing down” the curriculum. To explain the simulations effect, we utilize theories of enacted learning and the interactive role that orientations, goals, and resources play in supporting or disrupting effective teaching practices. We conclude this chapter by offering suggestions on how to further develop P/IST understanding and practice with effective language development strategies such that they can improve their own teaching of social studies in ways that respond to a growing body of students in North America.

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Notes

  1. 1.

    While there is little question that the use of the Sheltered Instruction Observation Protocol has been demonstrated as an effective intervention for improving student’s language learning, there is some contention regarding the degree to which this model is empirically validated (Krashen, 2013) and whether the protocol has sufficient factorial validity (Polat & Cepik, 2016). Nevertheless, it is, to our knowledge, most effective and widely disseminated model of language learning currently in use.

  2. 2.

    Please note that the italicized text is spoken in Swedish during the course of the lesson.

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Author information

Authors and Affiliations

  1. St. Mary’s University, Calgary, AB, Canada

    Cory Wright-Maley

  2. Western Washington University, Bellingham, WA, USA

    Jennifer D. Green

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  1. Cory Wright-Maley
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  2. Jennifer D. Green
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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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Wright-Maley, C., Green, J.D. (2018). Bitter Challenge; Swede Success: Simulating Language Learning Experiences in Social Studies Classrooms. 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_8

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  • DOI: https://doi.org/10.1007/978-3-319-63736-5_8

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