Advertisement

Introduction

  • Luciana C. de Oliveira
  • Kathryn M. Obenchain
Chapter

Abstract

This chapter introduces issues related to English language learners in history and social studies classrooms. It also provides an overview of the chapters in the book.

References

  1. Barton, K. C., & Levstik, L. S. (2004). Teaching history for the common good. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
  2. Callahan, R. M., & Obenchain, K. M. (2013). Bridging worlds in the social studies classroom: Teachers’ practices and Latino immigrant youths’ civic and political development. Youth Engagement: The Civic-Political Lives of Children and Youth. Sociological Studies of Children and Youth, 16, 97–123.Google Scholar
  3. Chamot, A. U., & O’Malley, J. M. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. New York: Longman.Google Scholar
  4. Dabach, D. B., & Fones, A. (2016). Beyond the “English learner” frame: Transnational funds of knowledge in social studies. International Journal of Multicultural Education, 18(1), 7–27.CrossRefGoogle Scholar
  5. de Oliveira, L. C. (2016). A language-based approach to content instruction (LACI) for English language learners: Examples from two elementary teachers. International Multilingual Research Journal, 10, 217–231. doi: 10.1080/19313152.2016.1185911.CrossRefGoogle Scholar
  6. National Center for Education Statistics. (2015). Fast facts: English language learners. Institute of Education Sciences, U.S. Department of Education. Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=96
  7. National Center for Education Statistics. (2016). The condition of education 2016 (NCES 2016144). Retrieved from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016144
  8. National Council for the Social Studies. (2010). National curriculum standards for social studies: A framework for teaching, learning, and assessment. Silver Spring, MD: National Council for the Social Studies.Google Scholar
  9. National Council for the Social Studies. (2013). The college, career, and civic life (C3) framework for social studies state standards: Guidance for enhancing the rigor of k-12 civics, economics, geography, and history. Silver Spring, MD: National Council for the Social Studies. Retrieved from https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf
  10. National Education Association. (2005). Research talking points on English language learners. Retrieved from http://www.nea.org/home/13598.htm
  11. Salinas, C., Fránquiz, M., & 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.CrossRefGoogle Scholar
  12. Taylor-Jaffe, A. (2016). Community, voice, and inquiry: Teaching global history for English language learners. The Social Studies, 107(3), 1–13.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Luciana C. de Oliveira
    • 1
  • Kathryn M. Obenchain
    • 2
  1. 1.University of MiamiCoral GablesUSA
  2. 2.Purdue UniversityWest LafayetteUSA

Personalised recommendations