Gerardo Aponte-Martinez Michigan State University apontege@msu.edu Pedagogical Spaces in Teaching Social Studies to English Language Learners Gerardo Aponte-Martinez Michigan State University apontege@msu.edu

Agenda Guiding Question: What challenges do social studies teachers face while teaching English Language Learners? 1. Three pedagogical spaces 2. Integrated practice 3. Notes on personal experience A chat room for today’s class: https://todaysmeet.com/TE407 Less of a focus on the strategies; will provide a list of accommodations based on the principles discussed today

What do we know…? What do you know about pedagogies to address the needs for English Language Learners? 1. Discuss with a partner any and all things related to ELLs that you are aware of; share two things that stood out to you from the reading. 2. Based on what you already know, consider what things you might not yet know 15 minutes

What do we know…? What do you know about pedagogies to address the needs for English Language Learners? 1. Discuss with a partner any and all things related to ELLs that you are aware of; share two things that stood out to you from the reading. 2. Based on what you already know, consider what things you might not yet know 3. Using the Todays Meet link, make three posts in 140 characters or less: “K – I know….” “W– I want to know” “R – I learned from the reading…”

What do we know…? What do you know about pedagogies to address the needs for English Language Learners? Know Want to Know Learned

Three Pedagogical Spaces Language use Culture Subject-matter Social language Academic language Welcoming Multicultural Subject Skills Accessibility Language (Basic social language versus Academic language) Culture (Sustaining/enriching culture versus deficit views of student’s cultural knowledge) Subject-matter (Development of skills e.g. historical thinking, making content accessible)

1. Language Basic Interpersonal Communication Skills Day-to-day language needed to interact socially with other people Cognitive Academic Language Proficiency Listening, speaking, reading, and writing about subject area content material Examples…? Brown, 2007; Cruz & Thornton, 2009; Szpara & Ahmad, 2007

1. Language Basic Interpersonal Communication Skills Day-to-day language needed to interact socially with other people Cognitive Academic Language Proficiency Listening, speaking, reading, and writing about subject area content material The teacher should: Be purposeful about development of vocabulary and language skills Use strategies for content-area literacy: making reading materials comprehensible, accommodating different learning styles Brown, 2007; Cruz & Thornton, 2009; Szpara & Ahmad, 2007

Decontextualized Discourse The narrative style of the social studies texts is characterized by complex syntax, technical vocabulary, and a lack of helpful context. Brown, 2007; Cruz & Thornton, 2009; Szpara & Ahmad, 2007

Based on the features of this text, how would you describe the decontextualized discourse of social studies? Background knowledge, Vocabulary knowledge, Text density, Text syntax, Timelines

Challenges in Social Studies Reading Reading Challenges Lack of background knowledge Lack of vocabulary knowledge Text Syntax Text Density Timelines Print the excerpts in the article for students to read and explain Brown, 2007; Cruz & Thornton, 2009; Szpara & Ahmad, 2007

2. Culture Culture is everywhere, often implicit (hidden and null curricula) Language struggles Lacking knowledge of what’s what and when Even when background knowledge is present, missed nuances and meanings Being a novice Self-worth Story about my first day in school in Belize; images of schools in the U.S. Beck, 2008; Szpara & Ahmad, 2007

2. Culture Culture is everywhere, often implicit (hidden and null curricula) Language struggles Lacking knowledge of what’s what and when Even when background knowledge is present, missed nuances and meanings Being a novice Self-worth The Teacher Should: Develop a welcoming environment Foster cooperation and mutual learning and respect Story about my first day in school in Belize; images of schools in the U.S. Beck, 2008; Szpara & Ahmad, 2007

2. Culture “The Best Teachers…” 1. Respect my intelligence while expecting that I will often be confused and lost. 2. Speak clearly, slowly, and with expression 3. Provide multiple examples and non-examples of the concepts under consideration 4. “Set up” my reading by talking about the purpose of the text, the audience, and what the author is writing about, dramatically improve my comprehension 5. Give me structured opportunities to collaborate (rather than compete) with my peers 6. Care more about my learning than my correct response Beck, 2008; Szpara & Ahmad, 2007

3. Subject-matter Historical positionality: the way in which worldviews and personal experiences can shape students’ perspectives and interpretation of historical evidence Principles for teaching subject-matter content to ELLs 1. Make content accessible 2. Reduce the cognitive load Dunne & Martell, 2013; Salinas, Franquiz, & Guberman, 2010

Break

Integrated practice 1. Identify the challenges for ELLs present in the primary documents you have. Speak to each of the pedagogic spaces discussed today. 2. Think about how to address these challenges by using one of the following strategies: Content Maps and/or Graphic Organizers Guiding Questions Reading a simpler version 3. Search for supporting materials Practice Document: https://goo.gl/89LcG6

Q&A Notes on Personal Experience

References Beck, T. A. (2008). Behind the Mask: Social Studies Concepts and English Language Learners. Social Education, 72(4), 181–184. Brown, C. L. (2007). Strategies for Making Social Studies Texts More Comprehensible for English-Language Learners. The Social Studies, 98(5), 185–188. https://doi.org/10.3200/TSSS.98.5.185-188 Cruz, B., & Thornton, S. (2009). Social studies for English language Learners: Teaching social studies that matters. Social Education, 73(6), 271–274. Dunne, K., & Martell, C. (2013). Teaching America’s past to our newest Americans: Immigrant students and United States history. Social Education, 77(4), 192–195. Jaffee, A. T. (2016). Community, Voice, and Inquiry: Teaching Global History for English Language Learners. The Social Studies, 107(3), 1–13. https://doi.org/10.1080/00377996.2016.1140626 Salinas, C., Fránquiz, M. E., & Guberman, S. (2006). Introducing Historical Thinking to Second Language Learners: Exploring What Students Know and What They Want to Know. The Social Studies, 97(5), 203–207. https://doi.org/10.3200/TSSS.97.5.203-207 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. https://doi.org/10.3200/TSSS.98.5.189-196

Thank you! Gerardo Joel Aponte-Martínez Department of Teacher Education Michigan State University apontege@msu.edu