Preparing Social Studies and ESOL Teachers for Integrated Language and Content Instruction in Support of ELLs

  • Andrea Honigsfeld
  • Carrie McDermott
  • Kelley Cordeiro


This chapter presents a compelling case for preparing preservice and in-service social studies as well as ESOL teachers to integrate language and content instruction to offer ELs an entry point into developing conceptual understanding of core content. The chapter is built on a theoretical framework the authors generated for Conceptual Understanding (CU-C3LACI), by fusing the inquiry arc of the college, career, and civic life (C3) and language-based approaches to content instruction (LACI) (de Oliveira, Int Multiling Res J 10:217–231, 2016). Based on an ongoing study of high school social studies co-teaching teams consisting of one ESOL teacher and one social studies teacher, two case studies are included to provide readers with a rich selection of practices the co-teaching teams incorporated in their classes for concept development and attainment. Each case study is built upon lesson observations, interviews with the teachers, and additional artifacts and explores the extent to which the core principles of LACI informed instruction. The chapter concludes with implications for both preservice and in-service teachers to incorporate language-based strategies to increase students’ conceptual understanding of the content. The applications section offers strategies on how the chapter may be used with preservice and in-service teachers.


ESOL Teachers Pedagogical Content English Language Learners (ELLs) Language-based Approach National Council For The Social Studies (NCSS) 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Andrea Honigsfeld
    • 1
  • Carrie McDermott
    • 1
  • Kelley Cordeiro
    • 1
  1. 1.Molloy College, Rockville CentreNew YorkUSA

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