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ERIC Number: EJ776293
Record Type: Journal
Publication Date: 2007
Pages: 8
Abstractor: Author
Reference Count: 29
ISBN: N/A
ISSN: ISSN-0037-7996
Supporting English-Language Learners in Social Studies Class: Results from a Study of High School Teachers
Szpara, Michelle Yvonne; Ahmad, Iftikhar
Social Studies, v98 n5 p189-196 Sep-Oct 2007
Content-area instruction for English-language learners (ELLs) represents a growing area of instructional need in U.S. high schools. In this article, the authors focus on diverse approaches to developing an effective instructional environment for teaching secondary-level social studies curriculum to ELLs. The authors participated in a school-university partnership to support content-area teachers' efforts to increase ELLs' comprehension skills. The authors propose a multitiered approach to meet the needs of ELLs in the mainstream social studies classrooms by (1) providing social and cultural support during the process of acculturation, (2) providing explicit instruction in academic strategies necessary for successful comprehension of in-depth content using the Cognitive Academic Language Learning Approach, and (3) making social studies curriculum more accessible through strategies for reducing cognitive load without reducing content. The following are appended: (1) Additional Suggestions for Developing a Socially Supportive Classroom; (2) Additional Suggestions for Teaching Academic Skills in the Social Studies Classroom; and (3) Additional Suggestions for Reducing Cognitive Load.
Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A