Abstract
Content-area instruction for English language learners (ELL) represents a growing area of instructional need in high schools across the United States. This article focuses on the challenges and successes in developing an effective instructional environment for teaching secondary-level social studies curriculum to a sheltered population of ELLs. In the present study, grant funding was provided for a schooluniversity partnership to support content-area teachers’ efforts to increase ELL students’ comprehension skills. The authors of this paper propose a multi-tiered approach to meeting the needs of English language learners in the mainstream social studies classroom – providing social and cultural supports during the process of acculturation, providing explicit instruction in academic strategies necessary for successful comprehension of in-depth content, and making social studies curriculum more accessible through a range of strategies for reducing cognitive load without reducing content.
Recommended Citation
Szpara, Michelle Yvonne and Ahmad, Iftikhar
(2006)
"Making Social Studies Meaningful for ELL Students: Content and Pedagogy in Mainstream Secondary School Classrooms,"
Essays in Education: Vol. 16:
Iss.
1, Article 1.
Available at:
https://openriver.winona.edu/eie/vol16/iss1/1
Unique Identifier
WSUEIE2006SPahmad
